Global Competence Veronica Boix Mansilla, Harvard Project Zero
Global competence is the capacity and disposition to understand and act on issues of global significance. Boix-Mansilla & Jackson 2011 Asia Society-Partnership for Global Learning CCSSO Ed-Steps
Book:
http://asiasociety.org/files/book-globalcompetence.pdf
email:
veronica_boix-mansilla@harvard.edu
The world we live in… emerging agendas for future generations Participating in a changing world of work
Navigating a complex digital world
Economic Interdependence
Digital technologies
Labor market imbalances Extreme income disparity
Navigating unprecedented social complexity Changing demographics • • • •
population growth/uneven aging Mismanaged migration Rising religious fanaticism
Massive digital misinformation Data fraud
Ensuring Sustainability A fragile environment • • •
Rising greenhouse gas emissions Failure of climate change adaptation Persistent extreme weather
Global Risks Landscape 2013 - World Economic Forum, Davos
Global Competence: • Identify an issue, generate questions, and explain its significance. • Use variety of languages, sources and media to identify and weigh relevant evidence. • Analyze, integrate, and synthesize evidence to construct coherent responses. • Develop argument based on compelling evidence and draws defensible conclusions.
Investigate the World
Recognize Perspectives
Students investigate the world beyond their immediate environment.
Students recognize their own and others’ perspectives.
• Recognize and express their own perspective and identify influences on that perspective. • Examine others’ perspectives and identify what influenced them. • Explain the impact of cultural interactions. • Articulate how differential access to knowledge, technology, and resources affects quality of life and perspectives .
Understand the World through Disciplinary and Interdisciplinary Study Take Action • Identify and create opportunities for personal or collaborative action to improve conditions. • Assess options and plan actions based on evidence and potential for impact. • Act, personally or collaboratively, in creative and ethical ways to contribute to improvement, and assess impact of actions taken. • Reflect on capacity to advocate for and contribute to improvement.
Students translate their ideas into appropriate actions to improve conditions.
Communicate Ideas Students communicate their ideas effectively with diverse audiences.
• Recognize and express how diverse audiences perceive meaning and how that affects communication. • Listen to and communicate effectively with diverse people. • Select and use appropriate technology and media to communicate with diverse audiences. • Reflect on how effective communication affects understanding and collaboration in an interdependent world.
Boix-Mansilla & Jackson 2011
What topics matter most to teach? TOPICS OF LOCAL AND GLOBAL SIGNIFICANCE
What will students do to learn?
PERFORMANCES OF GLOBAL COMPETENCE
•invite deep engagement •embody local and global connections •embody global significance •invite disciplinary and interdisciplinary grounding
GLOBAL COMPETENCE OUTCOMES •Grounded in one or more disciplines • Capture relevant global competence •shared with students and stakeholders
•Use disciplinary knowledge/skill •Focus on global competence •Link students’ local experiences to world •Cognitive, social and emotional engagement •Personal syntehsis
GLOBAL COMPETENCE ASSESSMENT • focus on global competence •Ongoing •Informative feedback •Conducted by teachers students and stakeholders
How will we know they are making progress?
What will students take away ?