A Classroom as Wide as the World

2. A Classroom as Wide as the World Vivien Stewart Senior Advisor for Education Asia Society July 30, 2012

3. A World Transformed A. The new global context: a changing world demands changing skills B. Becoming a global school: global competence and global citizenship C. Global connections: the role of the Jesuit schools network

4. A. The new global context

5. Global context • 18th-19th century: agricultural age and curriculum • 19th-20th century: industrial and scientific age and curriculum • 21st century: global and digital age We need to prepare students for the world of tomorrow, not the world of yesterday; re-envision education for an increasingly interconnected world

6. Global context: economic • Global trade agreements expanding rapidly, jobs increasingly tied to exports • Companies manufacture goods around the world • Consumer demand in China and India affects commodity prices everywhere • Financial crisis in Europe affects farmers in Africa or South America

7. Global context: environmental • Production and consumption in some localities have global consequences • Actions in many localities creating global environmental crises eg climate change, loss of biodiversity, decline of fisheries

8. Global context: Human security • Diseases spread around the world in days • Political issues (eg human rights, arms control, women’s rights) and movements cross borders

9. Global context: Cultural • Unprecedented cultural exchange in arts, food, fashion, music • Billions receive news from around the world in seconds via the internet • Rapid advances in science • Increased international migration makes societies multi-cultural and multi-lingual

10. The Next Economy is A Science and Knowledge Economy- need scientific and technological literacy A Resource-Challenged Economy- need critical thinking about sustainable economies A Globally Interdependent Economy- global competence is a core competence A Demographically Diverse Economy- requires cross-cultural leadership skills An Innovation-Driven Economy- requires students who can learn how to learn and adapt to rapid change

11. In the 21st century students will be: • Selling to the world • Buying from the world • Working for international companies • Managing employees from other countries and cultures • Competing with people on the other side of the world for jobs and markets • Cooperating with people all over the world in joint ventures and global work teams • Collaborating to solve international problems such as AIDS, avian flu, environmental issues, and conflicts ARE THEY READY?

12. B. Becoming a Global School

13. What is global competence? • Knowledge of other world regions, cultures and global/international issues • Skills in communicating in languages other than their own, collaborating in cross-cultural environments, analyzing information from sources around the world • Values/dispositions including respect and ethical concern for other peoples and cultures, curiosity, adaptability To enable meaningful participation as workers and citizens in interconnected world

14. Global Competence: CCSSO and Asia Society • 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. • 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 . Investigate the World Students investigate the world beyond their immediate environment. Recognize Perspectives Students recognize their own and others’ perspectives. Understand the World through Disciplinary and Interdisciplinary Study Communicate Ideas Students communicate their ideas effectively with diverse audiences. Take Action Students translate their ideas into appropriate actions to improve conditions. • 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. • 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.

15. Creating a Global Vision and Culture • Do your school mission statement, graduate profile, and graduation requirements focus on preparing students for the interconnected world of the 21st century?

16. Recruiting and Preparing Internationally-oriented Teachers Recruitment Universities Travelprograms School visits 16

17. Transforming Curriculum and Instruction by Integrating International Content • Science • Arts • Language Arts

18. Emphasize Effective Language Learning Early Start Proficiency Create opportunities for cultural interaction Develop content-based learning 18

19. Harness Technology Tap global sources Online courses Classroom-to-classroom collaborations Publish on Web 19

20. International Travel and Partnerships

21. Resources and Community Partnerships • Universities and colleges • Businesses • Cultural groups

22. Global Connections:The Role of the Jesuit Schools Network

23. Ten questions you can ask your / all Jesuit schools • What are the knowledge, skills and values needed to function in today’s interconnected world? • How can the curriculum be strengthened to promote international knowledge and skills? • How might your students become more proficient in world languages? • How can technology be used to extend the international experiences of teachers and students? • What kinds of international exchange could be organized among your schools?

24. Ten questions you can ask your/ all Jesuit schools • What professional development opportunities could be created to give teachers and administrators more international experiences? • What partnerships can be created with other schools. colleges, and international organizations? • What local ethnic communities/language groups can be tapped to strengthen global learning? • What community service opportunities could promote students’ global understanding and citizenship? • How can libraries and informal learning resources be harnessed?

25. Roles for the network • Develop curriculum resources about each others’ countries • Joint learning/research projects between students around the world • Every school has a partner school • Joint service projects among schools • Harness technology to promote communication and collaboration across cultures • Broaden teachers international experiences by visiting other schools

26. Going Global: Preparing Our Students for an Interconnected World Creating a Global Vision and Culture Recruiting and Preparing Internationally-oriented Teachers Transforming Curriculum and Instruction by Integrating International Content Emphasize Language Proficiency Expanding Student Experiences - through harnessing technology, international travel and partnerships, international service learning and internships 26

27. Expanding Horizons: Building Global Literacy in Afterschool Programs • Become Familiar with Global Literacy • Take Advantage of the Afterschool Environment • Understanding Culture through Communities • Involve Youth and Families • Transform Learning • Mobilize Staff • Assemble Expertise and Partners

28. Creating a Chinese Language Program in Your School: An Introductory Guide 28

29. Longview Foundation Resources for Students, Schools and Teachers

30. We live in one world. What we do affects others, and what others do affects us as never before. To recognize that we are all members of a world community and that we all have responsibilities to each other is not romantic rhetoric, but modern economic and social reality