Project Based Learning and Global Competence

As the world becomes increasingly more connected, the need for individuals to develop global competence becomes increasingly more important.  Students need to be given the opportunity at all ages and through all disciplines to understand the world they are a part of.  Students need to be prepared for this rapidly changing world and we must educate them in a way that prepares them for success (Conk, 2012).

 

While many feel that global awareness is necessary for our students in this increasingly global world, Milman suggests taking it a step further and teaching global competence (Milman, 2014).  Global competence is defined as “the capacity and disposition to understand and act on issues of global significance” (Mansilla and Jackson, 2011). Asia Society’s matrix for Global Competence shows that students who are globally competent are able to investigate the world beyond their immediate environment, recognize perspectives, communicate ideas effectively, and take action (Mansilla and Jackson, 2011).  A leader in global education, World Savvy’s matrix suggest that we need our students to “understand the knowledge, skills and disposition to understand and act creatively on issues of global significance” (World Savvy, 2015)

 

In a study on Cultivating Student Global Competence, Li suggests that global competence is teachable when students are provided proper learning opportunities.  By providing students with meaningful contact opportunities with others from another cultural identity, students will improve their global attitudes, knowledge and skills (Li, 2013). A team of teachers in Australia studied percentage of time associated with global perspectives and identified that their is space for Global Education in every curriculum and yet teachers need guidance in incorporating it (Donnelly, Bradbery, Brown, Ferguson-Patrick, Macqueen and Reynolds, 2013).  I couldn't agree more. 

 

At Town School for Boys, we believe that best practices for global education means we work across the curriculum and engage our students in opportunities that build global competence.  As a community we recently put together a global education mission statement and we strive to provide opportunities that align with this mission statement K-8. In addition, we have offered levels of support for our teachers along the way in terms of professional development and coaching.  Teachers recognize that sometimes the global issues exist in our backyard and that we need to start there.  Milman reinforces this by stating, "having a glocal mindset, recognizes there are often many issues and concerns that should be considered and often addressed within one’s “home” (wherever that might be) and not just abroad!" Working glocally will allow our students to understand that they are part of a local competent working towards these global issues (Milman, 2014).

 

 

 

 

 

 

 

 

 

 

 

 

Town School for Boys Global Mission Statement

 

Town School for Boys builds students’ inter-cultural competencies and character through academic experiences and global and local partnerships. Beginning from an awareness of multiple perspectives, students develop respect, empathy, and kindness through authentic inquiry and engagement. By fostering non-judgemental curiosity, teachers guide students toward a rich understanding of their own identity within the tapestry of their community, the importance of belonging and including others, and the value of acting as allies and engaged global citizens.

 

In addition to creating the global mission statement and providing professional growth opportunities for our faculty, I recently ran an onsite workshop where we were able to identify the skills and content that, as teachers, we see the need to integrate into our curriculum.  As an institution, we are best served when all stakeholders including the students can respect, value and celebrate other cultures and perspectives. As a school community we are enriched by learning about different cultures and recognize these as anchors of global education inherent in civics, education, citizenship and critical thinking skills in our community.  

 

Simplified, we focus on:

• What we are

• What we believe/value

• How we behave