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 and must be taken into account in the unit development?
  • 21st century skills
  • National standards
  • Accreditation organizations
  • State and provincial standards
  • Local standards and statements of competencies
  • Other frameworks

21ST CENTURY CONTENT

What global learning content is suitable to be included in your unit? Consider the Frameworks which have been identified for the unit.

What is the major global learning knowledge that will be developed in your unit?
  • Culture
  • Interconnectedness and interdependency
  • Peace and conflict
  • Nature and environment
  • World geography
  • Possible future scenarios

Which are the major global learning skills that will be developed in your unit?
  • 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

What are the global learning attitudes to be developed in your unit?
  • 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

How will the students prepare for the global learning dialogue; individually and as a group?
  • Background information
  • Current events
  • Language
  • Geographical location
  • Cultural norms
  • Inquiry skills
  • Conversational/interview skills
  • Intercultural skills

DESIGN CONSIDERATIONS

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

To what degree, will the students be involved in the design of your unit?
  • Unit topic(s)
  • Structure of interactions
  • Assessment type

How will global learning partners be found?
  • Global Nomads, www.gng.org
  • www.ePals.com
  • www.cilc.org
  • iEARN.org
  • Professional/educational networks and organizations
  • Personal contacts

How will the intercultural groups (partners) be structured?
  • Whole group to whole group
  • Small group to small group
  • Group to individual expert
  • Individual teacher-monitored contacts such as in ePals
  • Teacher facilitated interactions
  • Student facilitated interactions

What technologies are available for global learning?

  • FaceTime, email, Skype, Flashmeeting, telephone, snail mail
  • Wikies, blogs, Blackboard, Moodle, Twitter
  • Pod-casts, web-cam videoconferencing
  • Co-decks videoconferencing
  • Apps such as Google docs, CoSpaces, Lego Mindstorms, Oculus Go
What global learning project(s) is to be achieved? Is it at a minimum, an introductory project that aims to build global learning competencies, or is it a project that is substantive, authentic, and only achievable when the intercultural teams collaborate? 

What further considerations need to be taken into account specifically for this unit?

  • Logistics: time zones, testing technologies before interaction, scheduling (school year calendars, holidays, etc.)
  • Topics and/or themes appropriate for interactions
How can the global learning curriculum unit be differentiated for diverse learners in terms of ability and culture?

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
  • Unit test, mid-terms, finals, etc.
What criteria will be used to assess the student global learning goals/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?

  • Understanding of culture and globalization
  • Awareness of the interconnectedness and interdependence of humanity and the world
  • Peace and conflict
  • Nature and environment
  • Possible future scenarios for an equitable and sustainable world

What global citizen skills will be increased by this global learning experience? 

  • 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
  • Political skills essential for civic engagement

What global citizen attitudes 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
  • A sense of universal responsibility

                                                              © Gibson & Landwehr-Brown, 2018