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PostSupporting Rationale and Research The following research informs and supports the development of globally and culturally competent students. Mansilla and Jackson, Educating for Global Competence: Preparing our Youth to Engage the World, CCSSO and Asia Society. (2011) http://asiasociety.org/files/book-globalcompetence.pdf The resulting work of the EdSteps Global Competence Task Force details the relevance of global competence in education and describes practical applications that demonstrate what global competence looks like in interactions between educators and learners.By: Scarlet PatrickThursday, May 13, 2021CULTURE AND SOCIETY+1
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OpportunityAgri and food ScholarThe four-part framework (investigating the issue, recognizing perspectives, communicating ideas, taking action) incorporated into this micro-credential reflects the changing role of our students in the 21st century. Students must have a substantive understanding of the complex, diverse, and interdependent world in which they live. Educators will delve into the research that supports the students becoming globally competent through inquiry. The four-part framework is described below. Additional resources are available in the “Supporting Rationale and Research” section and should be examined prior to completing this micro-credential. Investigate the worldStudents must engage in activities and explorations where they are able to investigate their world beyond their immediate environment. Research that is age-appropriate should be conducted where problems are framed that are significant at the local, regional, or global level.By: Jenny Reze ScarletWednesday, May 12, 2021HEALTH AND NUTRITION+1
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ArticleGlobal Competence FrameworkThe four-part framework (investigating the issue, recognizing perspectives, communicating ideas, taking action) incorporated into this micro-credential reflects the changing role of our students in the 21st century. Students must have a substantive understanding of the complex, diverse, and interdependent world in which they live. Educators will delve into the research that supports the students becoming globally competent through inquiry. The four-part framework is described below. Additional resources are available in the “Supporting Rationale and Research” section and should be examined prior to completing this micro-credential. Investigate the worldStudents must engage in activities and explorations where they are able to investigate their world beyond their immediate environment. Research that is age-appropriate should be conducted where problems are framed that are significant at the local, regional, or global level.By: Jenny Reze ScarletWednesday, May 12, 2021AGRI-FOOD SYSTEMS+2
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PostThe social-ecological approach are cross-level influences shown by arrows that cut across levels indicated in the figure. Thus, family consensus, a supportive division of labor, and appropriate information gathering at the level of social relations may support individual cultural expectations about home care. Likewise, a consistent relationship with service providers at the level of the neighborhood may reinforce proadaptation resources at the level of the family, such as willingness to include home health care staff as “family,” and a reasonable division of labor with home care providers.By: Rupsssssssssssssssšssś MukharjeeeeeeeeeeeeeeeeeeeeeeeeeeeeThursday, May 13, 2021EDUCATION
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OpportunityAgro grantThe educator uses current research and resources aligned with global education to create a yearly resource plan. The educator identifies strategies and activities that support the global competence framework, and incorporates them into lessons, assignments, activities, or assessments. Method Components Educating a new generation of globally and culturally competent students is imperative. A clear framework for global competence requires students to engage in robust and rigorous exploration that includes investigating the world, recognizing perspectives, communicating ideas, and taking action.By: Jenny Reze ScarletWednesday, May 12, 2021YOUTH EMPOWERMENT
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PostEducating a new generation of globally and culturally competent students is imperative. A clear framework for global competence requires students to engage in robust and rigorous exploration that includes investigating the world, recognizing perspectives, communicating ideas, and taking action.By: Jenny Reze ScarletThursday, May 13, 2021AGRI-FOOD SYSTEMS+1
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PostThis is the third micro-credential in the “21st Century Learning through Global Education” stack. It is encouraged that the micro-credentials in this stack are earned in sequence, as each skill builds on the previous one in the stack.By: Jenny Reze ScarletThursday, May 13, 2021CULTURE AND SOCIETY+1
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