GL-CM Guiding Questions
Guiding questions are provided to assist curriculum planners to consider and make decisions about each of the four components of the model. Refer to these questions when designing the GL-CM unit.
FRAMEWORKS
What are the anticipated learner goals and outcomes of the global learning experience?
What standards are addressed?
What is the content to be learned in the global learning curriculum unit? (Consider the Frameworks which have been identified for the unit.)
What is the major knowledge that will be developed in the global learning curriculum unit?
What degree of cultural contrast is found in the local classroom?
What degree of cultural contrast exists between the partners?
What technologies are available for global learning?
What further considerations need to be taken into account specifically for this unit?
STUDENT ASSESSMENT AND PROGRAM EVALUATION
How will student achievement be assessed?
What instruments will be used to structure the assessment of student outcomes?
What criteria beyond student achievement will be used to evaluate the global learning curriculum unit?
GLOBAL CITIZEN COMPETENCIES
What global citizen knowledge will be increased by this global learning experience?
appreciation of human dignity,
respecting diversity with empathy toward other cultures and perspectives,
caring, tolerance, compassion,
valuing justice, trustworthiness, fairness,
curiosity about global issues and conditions,
willingness to sacrifice for the common good, and
a sense of universal responsibility
Any further details important to the reflection.
© Gibson & Landwehr-Brown, 2014
FRAMEWORKS
What are the anticipated learner goals and outcomes of the global learning experience?
What standards are addressed?
- 21st century skills
- Federal/national standards
- Common Core State Standards, other state standards
- Accreditation organizations
- District/building goals/mission statements
- Other frameworks
What is the content to be learned in the global learning curriculum unit? (Consider the Frameworks which have been identified for the unit.)
What is the major knowledge that will be developed in the global learning curriculum unit?
- culture,
- interconnectedness and interdependency,
- peace and conflict,
- nature and environment,
- world geography, and
- possible future scenarios
- civic literacy
- technology and media
- research and inquiry,
- interpersonal and intrapersonal
- communication and language
- collaboration and leadership,
- creativity and innovation,
- critical thinking and problem solving,
- adaptability,
- decision making and conflict resolution,
- reflection
- appreciation of human dignity, respect for diversity, and empathy and compassion toward other cultures
- tolerance, open-mindedness toward new ideas and perspectives, and development of multiple perspectives
- trustworthiness, fairness and valuing justice
- resiliency and perseverance
- lifelong learning, and curiosity about global issues and conditions
- sacrifice for the common good and universal responsibility
- Background information
- Current events
- Language
- Geographical location
- Cultural norms
- Inquiry skills
- Conversational/interview skills
- Intercultural skills
What degree of cultural contrast is found in the local classroom?
What degree of cultural contrast exists between the partners?
- Religion
- Political system
- Economics
- Language
- Other cultural contrast
- Global Nomads, www.gng.org
- www.ePals.com
- Personal networks
- www.cilc.org
- iEARN.org
- Professional/educational networks and organizations
What technologies are available for global learning?
- Telephone, email, Skype, Flashmeeting, FaceTime, snail mail
- Wikies, blogs, Blackboard, Moodle, Twitter, Google docs
- Pod-casts, web-cam videoconferencing
- Co-decks videoconferencing
What further considerations need to be taken into account specifically for this unit?
- Logistics: time zones, test calls, scheduling (school year calendars, holidays, etc.)
- Topics and/or theme for interactions
STUDENT ASSESSMENT AND PROGRAM EVALUATION
How will student achievement be assessed?
What instruments will be used to structure the assessment of student outcomes?
- student reflection,
- rubric,
- marking guide,
- Likert scale,
- content test, etc.
What criteria beyond student achievement will be used to evaluate the global learning curriculum unit?
GLOBAL CITIZEN COMPETENCIES
What global citizen knowledge will be increased by this global learning experience?
- understanding of culture and globalization,
- awareness of the interconnectedness and interdependence of humanity and the world,
- peace and conflict,
- nature and environment, and
- possible future scenarios for an equitable and sustainable world
- research and inquiry skills,
- interpersonal and intrapersonal skills,
- non-adversarial decision-making and conflict resolution,
- collaboration and leadership,
- theory testing and critical thinking skills,
- communication skills and
- political skills essential for civic engagement
appreciation of human dignity,
respecting diversity with empathy toward other cultures and perspectives,
caring, tolerance, compassion,
valuing justice, trustworthiness, fairness,
curiosity about global issues and conditions,
willingness to sacrifice for the common good, and
a sense of universal responsibility
Any further details important to the reflection.
© Gibson & Landwehr-Brown, 2014
| gl-cm_guiding_questions.docx |