2. At the end of the module,the
learner should be able to:
Illustrate an internationally competent
individual;
Explain what a globally connected classroom
is;
Describe a global classroom; and
Specify some practical strategies that can
employed to enhance interaction with
others around the world to thwart or even
solve issues that are global in nature.
3. Introduction
We live in a mutually dependent and mutually supporting
global society by way of economic, environmental,
communication, political and social systems, we normally use
in everyday life. In an inter-related society like ours, the
responsibility to prepare the students to live productively
within this natural environment falls on the teachers and the
school. for many people, globalization has many different
meanings. In this special topic, globalization means
enthusiastically initiating students to learn about people and
ideas from all over the world, learning students to learn to
reflect about things and ideas as an entire and total system
(economic, environmental, communication, political, and
social) and familiarizing learners with global matters that
undoubtedly will have bearing on their everyday lives.
4. Discussion
The experts in inter-cultural education and
training from Kent University in Ohio, Kenneth
Cushner, Averil McCleland and Philip Safford,
describe globalization as “an increase in the scope
and magnitude of human contact with its
subsequent escalation of interaction and
interdependence, and it seems to be the defining
concept at the beginning of the 21st century”.
5. EDUCATIONAL IMPLICATIONS:
A healthy, well-functioning global
society demands that individuals have
the ability to think, perceive,
communicate, and behave in new and
different ways with people from many
different backgrounds.
6. Characteristics of a Global Classroom
• The human experience is an increasing global phenomenon in which
people are constantly being influenced by transnational, cross-cultural,
and multicultural and multiethnic interaction.
• Humankind is highly interdependent with the state of the Global
environment.
1&2
• The Good we buy, the work we do, the cross-cultural links we
have in our own communities and outside them, and increased
worldwide communication capabilities all contribute to an
imperative that responsible citizens understand Global and
international issues.
3
• There’s is a wide variety of actors on the world stage, including
• states, multinational corporation, and numerous voluntary
nongovernmental organization, as well as individuals.
• Citizen participation is critical at both local and international
levels.
4&5
7. Long Term Goals of Schools
1-to appreciate people from other
cultures
2-to develop sensitivity to the needs of
people
3-to increase knowledge about people
around the world.
Methods of implementing Goals
1-Help students learn firsthand about
cultures of other countries
2-share what they are learning locally
and Globally with others
3-Collaborate on common projects
across national bounderies
Concept that develop a Global
perspective woven throughout
curriculum
1-help students develop cognitive skills
and attitudes such as empathy,
interconnected, perspective taking,
cross- cultural understanding, action
orientation, and pre jucie reduction.
4- study and live in other countries
with students from other countries
5-welcome global career and
opportunities
6-develop capacities for success in
a Global village
Characteristics of a
Global Classroom
8. REQuirements of teaching a Globally Oriented Curriculum
Global perspective is
integrated throughout
the school curriculum
not just in a social
studies
Encouraging
International travel as
An important part of
one’s education.
International focus
Courses are developed
in areas such as
anthropology, regional
history, geography,
global or world studies,
foreign language study,
world religions, ethnic
group studies
,international business
, music, and art.
Internationalizing
instructional methods
and materials
emphasize
intercultural
interaction and
culturally appropriate
methods of
instruction and
assessment.
Partnership programs
with other school and
countries can also be
developed.
9. Internationalizing the Discipline
History and the social studies ca look at
various perspectives on similar issues,(e,
g., the british view of the American
Revolution, study and discussion of world
events) and students can be encouraged to
ask difficult questions.
Science education
might include the study
of the natural
environment and
problems created by
technology and
economic innovations.
Foreign language
education can include
languages of immigrant
and refugee
populations, and role of
translators in
diplomacy.
Reading and
language arts
can include
world
literature.
Mathematics education
can include the study of
the metric system and
traditional numeration
systems from other
cultures, and math
concepts can be taught
using world data and
global issues.
