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Create a presentation on one of the topics guided by an inquiry question to share ideas and resources.

Present and feedback on other presentations.

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Participants will reflect on concepts such as competence and skills, competence-based curriculum framework, the importance of school frameworks to consider how competence-based design can help in creating more cohesive and collaborative educational frameworks.

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Elevator pitch-

to write and record a 30 to 45 second elevator pitch to convince other teachers to build global competence through learning and teaching.

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Participants will reflect on how to further foster competence development for the future and connect them to approaches to teaching and what further steps can be followed.

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Group work-

Create a list on competencies that learners will need to “flourish and develop their unique human qualities, that are unlikely to be replaced by technology”.

Select five competencies and share with another group.

Work in a group to complete the following:

Discussion:

How do these competencies align with global competence? What does it mean for the future of education?

How do these competencies align with global competence? What does it mean for the future of education?

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SWOT analysis - to identify priorities and to design an action plan to implement the principles of competency-based education in your classroom.

Peer-feedback.

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How does your KSAV chart from the activator align with the competencies needed to facilitate your short presentation?

What additional elements could you add to your chart to enhance the facilitation of your activity? Add these elements to your KSAV

Possible artifact: poster o visual presentation for participants to share.

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Participants will use the UN sustainable goals to incorporate them into learner-action lessons' design.

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Artifact 1- Gallery walk of KSAV on UN sustainable development goals

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Artifact 1- Gallery walk of KSAV on UN sustainable development goals

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Use a KSAV to identify what knowledge, skills, attitudes and values educators need to empower learners to engage and act.

Gallery walk and reflect (similarities and differences)

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Artifact 2- Role-play- pitch to learners (group work)

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Artifact 2- Role-play- pitch to learners (group work)

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Monroe's motivational sequence - exploring one UN sustainable development goals to present to participants as learners.

Participants in the role of learners ask clarification questions to the presenting group.

Further application: How could you use this learning engagement in your class, with your own learners to support the development of global  competence?

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Group dicussion on agency key words and how promoting student agency could promote engagement.

Possible artifact- list of ideas, mind map.

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Think-feel-care

Create a list of values for a global issue you would like to inquire about and research how it aligns with your values

Using the "scales' to reflect and share with a partner.

Reflect on:

•How could you use these tools to support student engagement in your own context?

•What role do values play in developing students who are caring?

•What role do your approaches to teaching support student engagement?

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Gallery walk- A visual representation to show the interconnectedness between the three concepts (action, engagement, global competence).

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Participants will be able to reflect and discuss the connections among action and engagement; values and agency.

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Traffic light poster

To reflect on your own classroom and how you presently foster cultural openness and respect.

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Participants will be able to reflect and consider how positive learning attitudes and culturally rich learning environments will foster cultural awareness in the classroom and promote attitudes of openness and respect.

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Participnats will have the opportunity to reflect and inquire on how and why teaching skills explicitly and practicing skills.

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Artifact 1- lesson "AI to support learning"

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Artifact 1- lesson "AI to support learning"

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Using protocols from Harvard Project Zero toolbox create a lesson to help in critically thinking about the use of AI to support learning.

Documenting the lesson on a slide deck.

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Exchange and debrief lessons with another group.

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Individual reflection on the previous activity. Some of the questions to consider:

What did the “teacher” do?  What did the “learner” do?

•What would be different if you were asked to practice the skill?

•What would it look like?

•What role might learning how to learn and metacognition play in how you practice critical thinking.

Artifact: an audio/ video recording to reflect on the questions could be uploaded.

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Participants will reflect and share ideas on inquiry-based learning and learner-centered learning.

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Step 1

Poster with definition of learning and gallery walk to reflect on colleagues' ideas.

Step 2

Role-play (as learners)

Discussion on the topics and issues that were identified in Inquiry 4 selecting the most interesting. as a learner for you.

Create a diagramme to inquire about the topic/issue, share and provide feedback using the "glows" and "grows" protocol.

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Researching the concept of learner-centered learning and why inquiry-based learning can be considered learner-centered learning and how does this approach to teaching and learning support building a learner’s global competence.

A Padlet could be used to complete the learning engagement.

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Participants will reflect and inquire concepts such as       knowledge, skills, attitudes and values; learning skills and the connection between global issues and approaches to teaching.

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Use the connect, extend, challenge protocol to assess the following and share with the rest of participants:

•       How does what you read and discussed about supporting the development of global competence connect to what you already do?

•       How does what you read and discussed extend your thinking about the importance of developing globally competent learners?

•       How does what you read and discussed challenge your assumption about the concept of competence as a whole?

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Participants will reflect on the concepts and processes such as learning, learning how to learn and lifelong learning starting with two quotes from Schools of the future: Defining New Models of Education for the Fourth Industrial Revolution (2020)

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Using the explanation of “learning how to learn”  and the “key skills of lifelong learners” , participants research about

one of the skills and find examples of strategies they can use to explicitly teach this skill.

The goal is to create (and share/reflect with colleagues) a visual representation to present that strategy to own context, to support continuous personal and intellectual development of your learners in a school context and outside of it.

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Create a mind map to share on a graffiti wall to reflect the metacognitive process of the previous activity.

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Artefact 2- Individual reflection and feedback

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Artefact 2- Individual reflection and feedback

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Create a MAP- Participants select a topic teach and that can potentially develop global competence and map out what knowledge, skills, attitudes and values are needed for learners to develop global competence. Key point: Consider the pedagogy to promote global competence

Present to the group and feedback in the following way:

•       I see how your topic/lesson provides learners the chance to become globally competent...

•       I think learners will enjoy learning about this topic because...

Completing the circle- identifying skills leaners will need to successfully complete the lesson(s) and reflect on how these skills align with the development of global competence.

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Participants will reflect on the concepts of global competence,

global competence development and explore the four dimensions of global compentence:

•       Examine issues of local, global and cultural significance.

•       Understand and appreciate the perspectives and world views of others.

•       Engage in open, appropriate and effective interactions across cultures.

Take action for collective well-being and sustainable development

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Artefacts- Group work (3-2-1 and World Café)

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Artefacts- Group work (3-2-1 and World Café)

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Collaborative activities that will allow participants to inquire about the following using 2 visual thinking routines:

- 3-2-1 bridge protocol to record initial ideas on global competence.

- one of the four dimensions of global competence by answering the questions in a four round World Café.

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Artefact - Individual reflection and feedback

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Artefact - Individual reflection and feedback

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Applying the previous knowledge and further developing the ideas on global competence to create an activity using one of the two protocols.

“Acquiring global competence is a life-long process - there is no single point at which an individual becomes completely globally competent.”

Sharing your feedback with colleague using the sentence starters:

I value that....

I wonder if...

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Using the quote:

Driven by its mission, the IB defines global competence as the knowledge, skills, attitudes and values needed to successfully navigate an increasingly interconnected world.

https://www.knowledgeumacademy.in/blogs/global-competence-and-ib-programme

Participants create 4 posters with the knowledge, skills, attitudes and values learners must develop to become globally competent.