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This website is very useful to me as I use global hunger as a way to teach botany each year at my school.  This should provide me some good resources to allow my kids to take more action and increase their competency skills.

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Take Action On Hunger | The Worlds Largest Lesson

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Join the movement to make the Global Goals for Sustainable Development a reality. Get involved in...

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Great collection for ELL teachers. I really enjoyed the fabric section in which Indian textiles are highlighted! Beautiful!

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See what Natasha Agrawal (natashaagrawal) has discovered on Pinterest, the world's biggest collection of everybody's favorite things.

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A website devoted to providing fun ways to help kids visualize learning and make claims from evidence.  My kids really struggle with this, so this is something I can use immediately!

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What's Going On in This Graph?

_________

Rihanna or Justin Bieber? The Weeknd or Migos? If you live in the U.S., what's the most popular musician or band in your area? Take a look at this set of 50 fan maps, based on YouTube's geocoded streaming data, and see what you discover.

The maps come from The New York Times's Upshot, which emphasizes data and graphics in its analysis of politics, policy and everyday life. There you can find charts, graphs and interactives of all kinds on everything from cultural phenomena, like music preferences or "Game of Thrones" characters, to breaking news events, such as North Korea's missile launches, to the important issues of our day, like affirmative action and the opioid crisis.

Teachers tell us these data visualizations are rich texts for classrooms across the curriculum, not just in the math or statistics class. Whether in a literature class analyzing Jane Austen's language, a science class considering climate data, or a civics class studying gerrymandering, teaching students how to read, interpret and question graphs, maps and charts is a key 21st-century skill.

As Judith Hante, a math instructor at San Diego's Miramar College, recently wrote to us, "So much data comes flying right at teens and young adults these days, and so many of them don't have the tools to know how to understand it, what questions to ask, or when it is just plain misleading in the way it is graphed. I'd like to see them be skeptical and be better consumers of information."

Well, we've developed a way to do just that. This year, we're delighted to announce that we'll be partnering with the American Statistical Association (A.S.A.) for a new monthly feature, "What's Going On in This Graph?", or "WGOITGraph?" The A.S.A. educates the public about using data to understand our world and believes that statistical literacy is important for everyone.

If you're familiar with our popular " What's Going On in This Picture?" series, you'll have some idea already of how "WGOITGraph?" will work. In that feature, we partner every Monday with Visual Thinking Strategies to publish an intriguing Times photo stripped of its caption, and to invite students to come to our site and discuss what they see. On Fridays, we reveal the original caption along with related information. Teachers tell us that the exercise helps students practice their visual thinking skills and their use of evidence to support claims, across subjects and grade levels. And - just as important - they tell us it's fun.

In this experiment with the A.S.A., we're going to do the same with The Times's rich trove of graphic visualizations - graphs, maps and charts.

Here's how it will work.
Starting on Sept. 19 and then afterward on the second Tuesday of every month from October to May, we'll publish a Times graphic on a topic that is suitable for subjects across the curriculum.

The content and statistical concepts will be suitable for most middle and high school students. Often, we'll strip it of some key information, then ask students three question - inspired by Visual Thinking Strategies, but anchored in math and statistics thinking:

* What do you notice?
* What do you wonder?
* What's going on in this graph?

The first two questions might be familiar to many math teachers. The National Council of Teachers of Mathematics' Math Forum advances these simple questions to encourage students to become active and curious critical thinkers rather than passive consumers of mathematics. Here's why:

The process of sense-making truly begins when we create questioning, curious classrooms full of students' own thoughts and ideas. By asking What do you notice? What do you wonder? we give students opportunities to see problems in big-picture ways and discover multiple strategies for tackling a problem. Self-confidence, reflective skills, and engagement soar, and students discover that the goal is not to be "over and done," but to realize the many different ways to approach problems.

Here's a written explanation about how the strategy works during the different steps in problem solving. In this video, embedded below, Annie Fetter, a math educator at the Math Forum, explains how she uses the notice-wonder strategy with students.

The last question we pose - What's going on in this graph? - invites students to think critically about what they have already noticed and wondered. Their answers will reveal their interpretations of what they have discovered.

Teachers from A.S.A. will help select the graphs we use each month, moderate the live online discussion and, equally important, provide a "reveal" at the end of the week. The reveal will include whatever information is missing and also provide related statistical concepts and academic vocabulary to help students increase their depth of quantitative literacy.
We will publish our first "WGOITGraph?" on Tuesday, Sept. 19, and then we'll continue on every second Tuesday from October to May - Oct. 10, Nov. 14, Dec. 12, Jan. 9, Feb. 13, March 13, April 10 and May 8 - so mark your calendar. You'll be able to find all our "WGOITGraph?" posts in this column.
And, just like with our sister feature, "WGOITP?", we'll provide live moderation on the first day of publication. So, from 9 a.m. to 2 p.m. Eastern time on the Tuesdays that we run this feature, moderators from A.S.A. will help push students to look closely at the graph and think deeply about what it might mean.

Since the graphs themselves will remain online at the top of each post, teachers can continue to use them for discussion with future classes without the "answers" - whatever information we have omitted - being obvious. Teachers can use any week's graph, and students can post comments, whenever it is convenient. We will leave each post up and open to comment indefinitely.

Please let us know what you think of this new feature. And if you're as excited about it as we are, please help us spread the word.

For more teacher and student statistics resources, go to the A.S.A. K-12 website, which includes is Statistics, resources, professional development, student competitions, curriculum, courses and careers.

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Announcing a New Monthly Feature: What's Going On in This Graph? (Published 2017)

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What's Going On in This Graph? _________ Rihanna or Justin Bieber? The Weeknd or Migos? If you live in the U.S., what's the most popular musician or band in your area? Take a look at this set of 50 fan maps, based on YouTube's geocoded streaming data, and see what you discover.

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This is a great collection of science related global education information. Particularly noteworthy is the Earthcam.org link which seems to allow students to gain access to satelite pictures! Can't wait to try this one out!

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These are global science resources for the TGC-IREX coursework

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Acquired from Brian Acheson's TGC Links of Awesomeness - Which I think I just like retyping at this point. BUT anywho- this article highlights the natural connection between science and global education. I do feel the connection is undeniable and much easier for a science or social studies teacher.

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This week we are gathered in Brooklyn, NY with teachers from our International Studies School Network. We use this time every year for professional development and reflection on our work to ensure that we are doing our best to give students a globally focused education. Every curricular area is represented and I am always amazed at the resourcefulness and creativity of our teachers in bringing a global perspective to each of their classrooms. Nowhere is this more clear than in science.

Climate change, population growth, pandemic diseases, nuclear arms proliferation, pollution. Green technologies, new mobility systems, and advances in bio technology. The globally focused science classroom is a powerful place for students to explore the implications of these worldwide problems and opportunities. Globally focused teachers create a place where students learn science from interdisciplinary and global perspectives. Using a science curriculum with global case studies engages students in problem-based learning tasks and scientific investigations founded on research in scientific literature.

Empowered by a global science curriculum, students investigate complex biological, chemical, physical, earth, environmental, and human systems,recognize and consider the power of divergent perspectives, communicate about science effectively with diverse audiences around the world, and translate their scientific ideas and findings into actions that make a difference in their local community and the world. In globally focused schools, students explore the language, symbols, tools, technologies, and processes of science inquiry and literacy as the foundation for understanding and advancing science knowledge. Science inquiry shows students how to initiate the inquiry, design and conduct experiments, present and analyze data, interpret results, and draw conclusions. Science literacy teaches them how to discuss a science-related issue, put the issue into context, conduct research, develop and support a thesis, discuss the implications, and communicate about the work.

Science offers the potential for medical cures, and doing things better, faster, and with fewer materials. But science also can be at the center of complex interrelationships between scientific results, unforeseen consequences, and ethical, legal, and social implications. To understand the impact of global issues-and their current solutions-students need experiences with questioning current scientific understandings and technological practices, engaging with scientists around the globe and collaborating on potential solutions to existing problems.

In a globally minded science classroom, students learn to think like scientists. Students observe natural phenomena that cause them to wonder, ask their own questions, and test their ideas. When they interpret their data, new questions arise leading them into focused, purposeful research of the literature and further inquiry. The result is students who can understand, analyze, apply, and evaluate existing scientific knowledge in the context of global cultural perspectives, politics, economics, and history.

Students learn to ask essential questions: How are the results of each action changing the global system dynamics? What are the complex interrelationships between local causes and worldwide effects? Do the benefits outweigh the costs? Are we reflecting on the known impacts and inquiring into the unknown effects? Students probe for deeper understanding and reflect on the results and unforeseen consequences of scientific progress. They take a position, argue it, and take innovative actions that make a difference in the world.
We have developed tools to assist you in integrating global concepts throughout your science classroom. Feel free to share your feedback in the comments below. Follow Asia Society and Tony Jackson on Twitter.

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Science is Global: Deeper Learning and Global Competence in the Science Classroom

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This week we are gathered in Brooklyn, NY with teachers from our International Studies School Network. We use this time every year for professional development and reflection on our work to ensure that we are doing our best to give students a globally focused education.

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Diana has created a super cool collection for language teachers. Particularly interesting to me were her collection of authentic resources. I assume these could be used to practice translations between Spanish and English. The pictures help illustrate what the words mean.

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See what Diana Newell (srtaNewell) has discovered on Pinterest, the world's biggest collection of everybody's favorite things.

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Also acquired from Brian Acheson's TGC Links of Awesomeness - This is a super cool site in which teachers and students can become citizen scientists and input data to be viewed by people around the world! This is so exciting!

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The Global Learning and Observation to Benefit the Environment (GLOBE) program is a worldwide hands-on, primary and secondary school-based science and education program.

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Here is a video submitted by one of my TGC fellows Emily Bollinger. This video simply states the need for global education and provides a brief introduction. Absolutely beautiful.

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Great resources for cheap travel and grants for students and teachers to gain experience abroad!

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Discover recipes, home ideas, style inspiration and other ideas to try.

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Acquired from Brian Acheson's TGC Links of Awesomeness - While I don't teach water specifically this year, this is a great resource for it should I switch grade levels in the future.

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AQUASTAT - FAO's Information System on Water and Agriculture

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AQUASTAT is FAO's global water information system, developed by the Land and Water Division. It is the most quoted source on global water statistics...

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What it means to be creative and how we should all be able to accomplish this in the future.

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The 21st century presents us with huge challenges. How can we empower people to be active participants in creating a world we want to live in? In this extract from his annual RSA Chief Executive's Lecture, Matthew Taylor offers a vision for the future - a world where every individual has the freedom and opportunity to develop their unique capabilities to the full.

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Great collection of resources. This one is unique as Pam hones in on life's big ideas- balance, joy, reciprocity and how these ideas are communicated across the world and through different cultures. Beautiful collection.

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See what Pam Opolsky (pamopolsky) has discovered on Pinterest, the world's biggest collection of everybody's favorite things.

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High level video about the greenhouse effect and climate change. It discusses electrical charges and atomic structure

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This is a place where students can have a voice about the SDGs. They can also hear others speak!

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Flip is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Fantastic collection of infographics based on food and sustainable food sources.

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Explore Michael Pope's board "TGC SCIENCE" on Pinterest. | See more ideas about Climate change, Environment and Water facts.

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Spreadsheet shared through the global education conference for resources!

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Global Resources from the Global Education Conference Network

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Awesome video about the greenhouse effect. A little more dramatic than the previous video, but also discusses volcanic effects.

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Neil DeGrasse Tyson's Simple Explanation of Climate Change

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Great resource for finding lessons based on the SDGs

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The Worlds Largest Lesson

17 MILLION STUDENTS IN 2019!

HELP US REACH MORE

End extreme poverty.Fight inequality and injustice.

Tackle climate change.

Introduce the Sustainable Development Goals to children and young people everywhere and unite them in action.

17 Global Goals to achieve these 3 extraordinary things by 2030.

The Goals

Click on a Goal to find lesson plans and many more creative resources for teaching

The World in Action

See what our online community is saying about the World's Largest Lesson.

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In September 2015, the United Nations launched the Sustainable Development Goals to end extreme poverty and tackle climate change by 2030. The World's Largest Lesson is for children and their teachers to learn and take action for these Global Goals

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Another astonishing collection of resources! Highlights include music and culture, project based learning, sustainable development, global teacher awards, global challenges and disparities around the world. What a fantastic group of resources!

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See what SitembisoTGC2017 (sitembisoncube) has discovered on Pinterest, the world's biggest collection of everybody's favorite things.

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Here are a wealth of resources from the global education conference. You may need to register as a member before these are accessible.

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Sign Up for The Global Education Conference Network

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Welcome to our online community focused on globally connected teaching and learning. Contribute ideas, resources, and inspiration!

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Succinct video that describes the greenhouse effect.

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Good ol' Billy Nye does it again! In this video he explains how melting ice can have drastic impacts on our planet. This video also links to The End of the Arctic video.

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What If All The Ice Melted On Earth? ft. Bill Nye

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Great collection of resources including global outreach for connecting with people around the world.

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See what Eric Pellerin (ericdpellerin) has discovered on Pinterest, the world's biggest collection of everybody's favorite things.

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Here are a few tools that can be used for Global Assessment.

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Tools for Assessing Intercultural and Global Competence | CRLT

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CRLT is dedicated to the support and advancement of evidence-based learning and teaching practices and the professional development of all members of the campus teaching community. CRLT partners with faculty, graduate students, postdocs, and administrators to develop and sustain a University culture that values and rewards teaching, respects and supports individual differences among learners, and creates learning environments in which diverse students and instructors can excel.

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Here is a down and dirty PDF about climate change and why it matters. This is a fairly low level text that could be used as a jigsaw for students to understand why people care about climate change.

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This is a video in which students can learn about how global warming is affecting the Inhuit, a people who live in the Artic. They can also sign a petition to take action.

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SIGN THE PETITION: http://bit.ly/arcticasap VIDEO - 'What If All The Ice Melted?' https://youtu.be/b6CPsGanO_U Subscribe! http://bit.ly/asapsci GET THE ASAPSCIENCE BOOK: http://asapscience.com/book/ Written by Gregory Brown and Mitchell Moffit FOLLOW US! Instagram and Twitter: @whalewatchmeplz and @mitchellmoffit Clickable: http://bit.ly/16F1jeC and http://bit.ly/15J7ube AsapINSTAGRAM: https://instagram.com/asapscience/ Snapchat: realasapscience Facebook: http://facebook.com/AsapSCIENCE Twitter: http://twitter.com/AsapSCIENCE Tumblr: http://asapscience.tumblr.com Vine: Search "AsapSCIENCE" on vine!

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WOW. An unreal collection of resources that range in all areas of education to include TGC resources, global education, RTI, Inspiration, Special Education, and global advanced degrees! OH MY!

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This is a super short video that explains the importance and need for teachers to teach global education.

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Here is a TED Talk about the possibility of an upcoming food crisis world wide.

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Sara Menker: A global food crisis may be less than a decade away

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Sara Menker quit a career in commodities trading to figure out how the global value chain of agriculture works. Her discoveries have led to some startling predictions: "We could have a tipping point in global food and agriculture if surging demand surpasses the agricultural system's structural capacity to produce food," she says.

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Excellent video about the newest iceberg to be created as a result of the Larsen Ice Shelf.  Great way to show scientific work and the use of evidence in CER model for climate change and global warming.

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Daily Video

An enormous iceberg more than 2000 sq. miles in diameter recently detached from the Larsen C ice shelf in Antarctica and floated into the Weddell Sea, located south of the tip of South America.
The volume of the iceberg is said to be twice that of Lake Erie and when it broke, the Larsen C ice shelf became 12 percent smaller.

Kelly Brunt, a glaciologist at the University of Maryland and NASA's Goddard Space Flight Center, said that the rift was fueled by rising sea and air temperatures. If every glacier in West Antarctica dropped into the water, the sea level would rise by an estimated 15 feet.

Brunt said that ice shelves such as the Larsen C are connected to glaciers on the Antarctic landmass but float in the water like an ice cube in a glass. When an ice cube melts, it doesn't add to the height of water in a glass. Similarly, collapsed ice shelves do not have a direct impact on sea level rise.
However, when ice shelves collapse, upstream glaciers flow more quickly, which is similar to putting more ice cubes into water and letting them melt.

Over the coming years, scientists will be working to determine the stability and flow speed of the glacier that was behind this chunk of the Larsen C shelf.

Icebergs are chunks of ice larger than 16 feet across. Sections three to 16 feet above sea level are called "bergy bits" and even smaller chunks are called "growlers."

1. Essential question: What are the consequences of climate change on cold weather environments, like Antarctica?

2. How does climate change in Antarctica affect other parts of the world?

3. What challenges will people living in coastal regions face if sea level rise accelerates in coming years?

4. Does the iceberg directly affect global sea levels? Explain your answer. If it doesn't directly affect sea level, how might it be indirectly impactful?

Key Terms:

ice shelf: a floating ice sheet attached to a landmass

glaciologist: a person who studies geological phenomena involving the action of ice and glaciers

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A trillion-ton iceberg the size of Delaware broke off the Antarctic Peninsula | PBS NewsHour Extra

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An enormous iceberg more than 2000 sq. miles in diameter recently detached from the Larsen C ice shelf in Antarctica and floated into the Weddell Sea, located south of the tip of South America. The volume of the iceberg is said to be twice that of Lake Erie and when it broke, the Larsen C ice shelf became 12 percent smaller.

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Good resources for technology and groups/organizations.

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10 Demographic trends that are shaping the US and the world.  

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10 Demographic trends that are shaping the US and the world.  

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Data data data!! Here are some fantastic charts and graphs that show how the demographics of America are changing.

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At its core, demography is the act of counting people. But it's also important to study the forces that are driving population change, and measure how these changes have an impact on people's lives. For example, how does immigration affect U.S. population growth? Do Americans feel that children are better off with a parent at home, in an era when most women work? How is the rise of the young-adult Millennial generation contributing to the rise of Americans with no stated religion? For this year's Population Association of America (PAA) annual meeting, here is a roundup of some of Pew Research Center's recent demography-related findings that tell us how America and the world are changing.

1 Americans are more racially and ethnically diverse than in the past, and the U.S. is projected to be even more diverse in the coming decades. By 2055, the U.S. will not have a single racial or ethnic majority. Much of this change has been (and will be) driven by immigration. Nearly 59 million immigrants have arrived in the U.S. in the past 50 years, mostly from Latin America and Asia. Today, a near-record 14% of the country's population is foreign born compared with just 5% in 1965. Over the next five decades, the majority of U.S. population growth is projected to be linked to new Asian and Hispanic immigration. American attitudes about immigration and diversity are supportive of these changes for the most part. More Americans say immigrants strengthen the country than say they burden it, and most say the U.S.'s increasing ethnic diversity makes it a better place to live.

2 Asia has replaced Latin America (including Mexico) as the biggest source of new immigrants to the U.S. In a reversal of one of the largest mass migrations in modern history, net migration flows from Mexico to the U.S. turned negative between 2009 and 2014, as more Mexicans went home than arrived in the U.S. And after rising steadily since 1990, the unauthorized immigrant population has leveled off in recent years, falling to 11.3 million in 2014 from a high of 12.2 million in 2007. Meanwhile, Asians are now the only major racial or ethnic group whose numbers are rising mainly because of immigration. And while African immigrants make up a small share of the U.S. immigrant population, their numbers are also growing steadily - roughly doubling every decade since 1970.

3 America's demographic changes are shifting the electorate - and American politics. The 2016 electorate will be the most diverse in U.S. history due to strong growth among Hispanic eligible voters, particularly U.S.-born youth. There are also wide gaps opening up between the generations on many social and political issues. Young adult Millennials are much more likely than their elders to hold liberal views on many political and social issues, though they are also less likely to identify with either political party: 50% call themselves political independents.

4Millennials, young adults born after 1980, are the new generation to watch. They have likely surpassed Baby Boomers (born 1946-1964) as the largest U.S. generation and differ significantly from their elders in many ways. They are the most racially diverse generation in American history: 43% of Millennial adults are non-white, the highest share of any generation. And while they are on track to be the most educated generation to date, this achievement has come at a cost: Many Millennials are struggling with student debt. In addition to the weak labor market of recent years, student debt is perhaps one reason why many are still living at home. Despite these troubles, Millennials are the most upbeat about their financial future: More than eight-in-ten say they either currently have enough money to lead the lives they want or expect to in the future.

5 Women's role in the labor force and leadership positions has grown dramatically. The labor force participation rate for American women has risen steadily since the 1960s. In fact, mothers were the sole or primary breadwinner in a record 40% of all households with children in 2011. The gender pay gap has narrowed over this period of time, especially for young women just entering the labor force, but it still persists. As more women have entered the workforce, the share of women in top leadership jobs has risen, but they still make up a small share of the nation's political and business leaders relative to men. Why the continued disparity? While Americans say women are every bit as capable of being good leaders as men, four-in-ten believe they are held to higher standards than men and that the U.S. is just not ready to put more women in top leadership positions.

6 The American family is changing. After decades of declining marriage rates, the share of American adults who have never been married is at an historic high. Two-parent households are on the decline in the U.S., while divorce, remarriage and cohabitation are on the rise. About one-in-six American kids now live in a blended family. And the roles of mothers and fathers are converging, due in part to the rise of breadwinner moms. Dads are doing more housework and child care, while moms are doing more paid work outside the home. Americans are conflicted about some aspects of this change: While nearly half of two-parent households have a mom and dad who both work full time, 51% of Americans say children are better off with a mother at home.

7The share of Americans who live in middle class households is shrinking. The share of U.S. adults living in middle-income households fell to 50% in 2015, after more than four decades in which those households served as the nation's economic majority. And the financial gaps between middle- and upper-income Americans have widened, with upper-income households holding 49% of U.S. aggregate household income (up from 29% in 1970) and seven times as much wealth as middle-income households (up from three times as much in 1983). Most Americans say the government doesn't do enough to help the middle class, and neither political party is widely viewed as a champion for middle-class interests.

8Christians are declining as a share of the U.S. population, and the number of U.S. adults who do not identify with any organized religion has grown. While the U.S. remains home to more Christians than any other country, the percentage of Americans identifying as Christian dropped from 78% in 2007 to 71% in 2014. By contrast, the religiously unaffiliated have surged seven percentage points in that time span to make up 23% of U.S. adults last year. This trend has been driven in large part by Millennials, 35% of whom are religious "nones." The rise of the "nones" is not a story unique to the U.S.: The unaffiliated are now the second-largest religious group in 48% of the world's nations. Americans are well aware of this shift: 72% say religion's influence on public life is waning, and most who say this see it as a bad thing.

9The world's religious makeup will look a lot different by 2050: Over the next four decades, Christians will remain the largest religious group, but Islam will grow faster than any other major religion, mostly because Muslims are younger and have more children than any other religious group globally. By 2050, the number of Muslims will nearly equal the number of Christians. In the U.S., the Muslim population will remain small, but is projected to grow rapidly.

10The world is aging. The demographic future for the U.S. and the world looks very different than the recent past. Growth from 1950 to 2010 was rapid - the global population nearly tripled, and the U.S. population doubled. However, population growth from 2010 to 2050 is projected to be significantly slower and is expected to tilt strongly to the oldest age groups, both globally and in the U.S. Public opinion on whether the growing number of older people is a problem varies dramatically around the world. Concern is highest in East Asia where large majorities describe aging as a major problem for their countries.

Topics: 2016 Election, African Americans, Demographics, Economics and Personal Finances, Family and Relationships, Family Roles, Generations and Age, Hispanic/Latino Demographics, Immigration, Immigration Trends, Income, Parenthood, Population Projections, Population Trends, Race and Ethnicity, Religious Affiliation, Voter Demographics

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10 demographic trends that are shaping the U.S. and the world

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At its core, demography is the act of counting people. But it's also important to study the forces that are driving population change, and measure how these changes have an impact on people's lives. For example, how does immigration affect U.S. population growth?

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Developing a Global Perspective for Educators

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Developing a Global Perspective for Educators

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This seems like a great resource. I put it in my science subgroup because I noticed that you can search for science specific resources.

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Developing a Global Perspective for Educators " About Us

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Developing a Global Perspectives For Education is a space to showcase the work of B. Ed. students from the University of Ottawa. We are also committed to providing new teachers with helpful teaching resources. We need your help in collecting teaching resources that promote peace, social justice and global citizenship.

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I will definitely be using these in my classroom as well as in our school!

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Here is a link to Rhett's Symbaloo about technology.  A few of these are social studies specific, but many could be used across contents.  https://www.symbaloo.com/mix/sghistoryteach

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These are the tools that my students and I use in my classroom. There are also resources for Social Studies teachers to use for American and World History. Everything on this symbaloo I have used.

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Don't Ask Where I'm From, Ask Where I'm Local. 

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Don't Ask Where I'm From, Ask Where I'm Local. 

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Excellent video that explains how place doesn't define the person, but instead becomes just one aspect of their character influenced by perspective.

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Taiye Selasi: Don't ask where I'm from, ask where I'm a local

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When someone asks you where you're from ... do you sometimes not know how to answer? Writer Taiye Selasi speaks on behalf of "multi-local" people, who feel at home in the town where they grew up, the city they live now and maybe another place or two.

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TEDED Climate Change: The Canary in the Coal Mine

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TEDED Climate Change: The Canary in the Coal Mine

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Great video to spark understanding for why we look to the arctic to understand global warming.

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Why the Arctic is climate change’s canary in the coal mine - William Chapman

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The Arctic may seem like a frozen and desolate environment where nothing ever changes. But the climate of this unique and remote region can be both an early indicator of the climate of the rest of the Earth and a driver for weather patterns across the globe. William Chapman explains why scientis…

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This seems to be yet another way to connect with other classrooms outside of the US.

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Created by Empatico, the Empathy Framework is a tool that takes the current science one step further by recognizing there are also different levels of application. These include practicing empathy toward oneself, toward others and toward the rest of the world.

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Great guest speaker! Willing to speak with classes and students!

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Hakim Mohandas Amani Williams is an Assistant Professor of Africana Studies, Director of Peace & Justice Studies, and an Affiliate of Education, Globalization Studies and Public Policy at Gettysburg College. His doctorate is in International Educational Development with a focus in Peace Education from Columbia University, and his research and writing center on school/structural violence, educational inequity, and youth/community empowerment. He was a Visiting Scholar (2015-2016) at the Advanced Consortium on Cooperation, Conflict and Complexity (AC4) at the Earth Institute, Columbia University. He travels the world conducting workshops on restorative circles, mediation and conflict resolution with students, teachers, parents, and community leaders.

.... Stand tall in your beauteous skin ....

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Hakim Mohandas Amani Williams is an Assistant Professor of Africana Studies, Director of Peace & Justice Studies, and an Affiliate of Education, Globalization Studies and Public Policy at Gettysburg College. His doctorate is in International Educational Development with a focus in Peace Education from Columbia University, and his research and writing center on school/structural violence, educational inequity, and youth/community empowerment.

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The Lazy Person's Guide to Saving the World

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The Lazy Person's Guide to Saving the World

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Acquired from Brian Acheson's TGC Links of Awesomeness - This is actually pretty awesome. Here are a few easy ways to improve our planet and take some action. This would be a great answer to the "I don't have time" problem. :)

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The Lazy Person's Guide to Saving the World

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End extreme poverty. Fight inequality and injustice. Fix climate change. Whoa. The Sustainable Development Goals are important, world-changing objectives that will require cooperation among governments, international organizations and world leaders. It seems impossible that the average person can make an impact. Should you just give up? No! Change starts with you.

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Here are Brian's Links of Awesomeness. I have copied several of these in my own padlet, but there are a few more here.

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Educating for Global Competence: Preparing Our Youth to Engage the World

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Educating for Global Competence: Preparing Our Youth to Engage the World

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This book from the Asia Society breaks down the components of global competency and uses real life teaching examples to highlight how they can be embedded into education today.

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Climate Change Live provides links to several climate related resources grouped by grade level.

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Energy Education U.S.Department of Energy http://energy.gov/eere/education/teach-and-learn Teach your students the importance of green energy while enhancing your required curriculum. Lesson plans can be searched by grade level and topic and are correlated to national science education standards. There are creative lesson plans, labs, projects and other activities for grades K-12 on energy-related topics.

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This website seems to also provide a space for students across the world to work collaboratively.  Down side is this one costs money.  A school subscription is fairly cheap ($400) for a year though if you have several teachers interested.

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Participate in your iEARN projects and courses on your mobile device! This tutorial will show you how to set up the Schoology app and access iEARN's Collaboration Hub through the app. Read More

This tutorial will show you how to access and download your course and project completion certificates. Read More

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Tutorials - iEARN Collaboration Centre (en-US)

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Participate in your iEARN projects and courses on your mobile device! This tutorial will show you how to set up the Schoology app and access iEARN's Collaboration Hub through the app. Read More This tutorial will show you how to access and download your course and project completion certificates.

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Here is a website full of resources to help teach students about tolerance.  There seems to be a wide variety of tolerance resources, including race and ethnicity, religion, gender identities and social class.

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Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

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Learning for Justice | Education Resources

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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GREAT resource for hosting a change maker faire

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Nurturing Changemakers - A Step by Step Guide

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Here is a link to Craig blog. He has been a fantastic mentor through the TGC program.  I am sure I fill find many many nuggets of wisdom here throughout my years of teaching.

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I am writing this blog while at the Center for Contemporary Arab Studies at Georgetown University. Today they are offering a fantastic day on Trans Regional and Global Themes in Teaching: African, Latin American, Asian and Middle Eastern Perspectives. Yes, I know what you are thinking "WOW!"

This event is made possible my one of the most amazing networks of teaching and learning - the National Resource Centers. I strongly suggest that you add these groups to your network.

Today is also the culminating event in a journey that began for me in August. In mid-month I left for Budapest the day after my last post and flew back to the USA from Prague about two weeks later. Since that trip and the start of the school year I have had the pleasure of discovering a multitude of resources that can transform your class and students learning.

I am not using the word "transform" loosely by the way. I am convinced that the combined quality , application, and range of items below will cause you to pause and think about both your practice and how you provide your students with experiences in global citizenship education.

The collection of resources come from colleagues, social media, events I have attended, students etc. They touch the five areas you can modify to augment global education: (a) instruction (b) assessment (c) curriculum (d) educational vision and (e) professional learning.

As you explore, here are some guiding questions:

1. Where are there gaps in your knowledge?

2. How can you teach complexity, not simple binaries?

3. What is your understanding of Globalization?

4. How can you modify your student experiences to prepare them for tomorrow?

I didn't know when to stop... so I kept going. I also did not categorize these, but rather provide some descriptions. Also, here are some beginning ideas on how to make them move to a globally centered classroom:

Use powerful stats and comparative data to inspire student curiosity...

Metacognition and reflecting on the world shapes students view of existence...

Use the news as a method to discuss key issues. ...

Use topics and choice so kids can connect more easily...

Learn about the Millennium Development Goals and Globalization...

Start with big questions and student inquiry ...

Concepts transcend content and invites student background knowledge...

Have your students engage with other students around the world...

I hope you enjoy these and would love to hear how you used them. So, leave a comment and make me smile. Happy exploring! But before you start, watch this video from Alan November.

1. The World in 2050: Are you teaching for tomorrow? Two resources here can help you make that pivot. 1) The report and PWC website and 2) The BBC Documentary in case one link breaks, here is another.

2. Global Ed Conference, Nov 13-16, 2017 - The 8th annual free, online Global Education Conference takes place November 13-16 . We are still accepting proposals through November 5th. Please share this information with any potentially interested friends and colleagues! See previous conference archives here.

3. Global Competence and Rubrics: The Asia Society has rubrics and assessments for your class and school to use. This is a remarkable and valuable collection of resources. Enjoy!

4. Instructional Strategies for Global Thinking: From Harvard's Project Zero, these approaches foster understanding and appreciation of today's complex globalized world. The materials and tools include a framework to think about global competence and offer clarity about various capacities associated with global competence. The bundle describes how to plan and document your experiences bringing global thinking routines into your classroom and to share these experiences with others.

5. 100 People: A World Portrait and Global Ed Toolkit: The 100 People Foundation helps students to better understand the complex issues facing our planet and the resources we share. By framing the global population as 100 people, our media makes education more engaging and effective, and improves students' abilities to remember and relate to what they learn.

6. Our World in Data: Our World in Data is an online publication that shows how living conditions are changing. The aim is to give a global overview and to show changes over the very long run, so that we can see where we are coming from and where we are today. The project, produced at the University of Oxford, is made available in its entirety as a public good.

7. The World Population Project: The genesis of this project was World Population, a simple, yet powerful, video animation of "dots on a map" representing population changes through time. First produced by Population Connection (Zero Population Growth at that time) over 40 years ago, the video became a popular teaching resource. This spawned new editions that have been viewed in classrooms, museums and boardrooms worldwide. The new 2015 version is viewable here in six languages and contains the latest population projections.

8. Global Religious Diversity: The Pew Center's study from 2014. In order to have data that were comparable across many countries, the study focused on five widely recognized world religions - Buddhism, Christianity, Hinduism, Islam and Judaism - that collectively account for roughly three-quarters of the world's population.

9. US Institute of Peace: List of International Organizations- A list of links to international organizations' web sites.I am always stunned when students and adults can't identify 10 of these groups. Please teach about these.

10. US Institute of Peace: Glossary of Terms - To help practitioners, scholars, and students answer questions about terminology, USIP developed the Peace Terms: A Glossary of Terms for Conflict Management and Peacebuilding. This extensive glossary provides short definitions of a wide range of complex and often confusing terms used in the field of conflict resolution.

11. United States Diplomacy Center's Diplomacy Simulations Program: The United States Diplomacy Center's education programs immerse students in the world of American diplomacy and the critical work of the United States Department of State. At the heart of the Center's education programs are our diplomacy simulations. These are hands-on exercises that allow students and teachers to experience what it is like to be a diplomat while grappling with complex foreign affairs topics.

12. US State Department- Discover Diplomacy: Diplomacy is a complex and often challenging practice of fostering relationships around the world in order to resolve issues and advance interests. Discover the PEOPLE who conduct diplomacy, the PLACESwhere the Department of State engages in diplomacy, and the ISSUESdiplomacy helps resolve.

13. The White Tourists Burden: Opinion article about voluntourism and the "white savior" complex. Also, African's Message for America: Article and video about thinking about working locally before going to "save" Africa.

14. SAMR Model Resources: The digital revolution in education is full steam ahead, and this challenging process needs solutions on how technology will be used to change education. In 2006, Dr. Ruben Puentedura (P.hd), the President and Founder of Hippasus, a consulting firm based in Western Massachusetts, has come up with the perfect SAMR method to infuse technology into learning and teaching.

15. The Right Question Institute: Inquiry is essential for the development of global competence. The skill of question asking is far too rarely deliberately taught in school. We have worked with and learned from educators to develop a teaching strategy that provides a simple, yet powerful way to get students asking their own questions and building off their peers' questions.

16. Environmental Performance Index The 2016 Environmental Performance Index provides a global view of environmental performance and country by country metrics to inform decision-making. Launched at the World Economic Forum, the EPI is in its 15th year and more relevant than ever to achieving the United Nations' Sustainable Development Goals. A fantastic comparison tool is here!

17. Brene Brown Empathy vs. Sympathy Video What is the best way to ease someone's pain and suffering? In this beautifully animated RSA Short, Dr Brené Brown reminds us that we can only create a genuine empathetic connection if we are brave enough to really get in touch with our own fragilities.

18. Full RSA Video Library: Want world-changing ideas, world leaders, RSA Animates, self-improvement, talks, debates, interviews, animations and loads more?! Well you've come to the right place! Be sure to explore the "Insights", "Animate", and "Shorts" playlists.

19. Go Global NC - We are Go Global NC and we connect North Carolina to the world and the world to North Carolina. For 35 years our international education and training programs have empowered North Carolina leaders with the skills, understanding, connections, and knowledge to succeed in a global community.

20. Half the Sky - A four-hour PBS primetime documentary film and national broadcast event inspired by the widely acclaimed book of the same name by Nicholas Kristof and Sheryl WuDunn.

21. What the best schools around the world do right -What can other countries learn from these two successful, but diametrically opposed, educational models? Here's an overview of what South Korea and Finland are doing right. And as an extension, here are images from schools around the globe.

22. CNN10 - Explaining global news to a global audience: This is the mission of CNN 10, a new, 10-minute news show that appears as a daily digital video on CNN.com. CNN 10 replaces CNN Student News, the network's longest-running show that first aired in 1989.

23. How does critical thinking happen: Critical thinking skills truly matter in learning. Why? Because they are life skills we use every day of our lives. Everything from our work to our recreational pursuits, and all that's in between, employs these unique and valuable abilities. Consciously developing them takes thought-provoking discussion and equally thought-provoking questions to get it going.

24. California International Studies Project - The California International Studies Project promotes global education through high quality, standards-based, and interdisciplinary professional learning programs for educators in California.

25. NewseumED : We provide free quality online resources to cultivate the skills to authenticate, analyze and evaluate information from a variety of sources and to provide historical context to current events.

26. Reach the World - Reach the World makes the benefits of travel accessible to classrooms, inspiring students to become curious, confident global citizens. Enabled by our digital platform, classrooms and volunteer travelers explore the world together.

27. UN SDG Infographic: In September 2015, 193 world leaders committed to 17 Global Goals for sustainable development to end extreme poverty, fight inequality and injustice, and protect our planet by 2030. Education is essential to the success of every one of the 17 new goals.

28. List of most sustainable companies in the world: Since 2005, Toronto-based magazine and research firm Corporate Knights has put together the Global 100, an annual list of the world's most sustainable companies. Using publicly available data, Corporate Knights rates large firms on 14 key measures, evaluating their management of resources, finances and employees.

29. Facing Today- From the group Facing History and Ourselves, this blog links the past and present with posts by an international community of mindful and creative educators, students, and community members. Great for current events.

30. The School of Life: The School of Life is a place that tries to answer the great questions of life. We believe in developing emotional intelligence. We are based online and in 12 physical hubs around the world, including London, Melbourne, Istanbul and Seoul.

31. Inequality Index - Inequality isn't all about income. Here's a guide to different ranking systems - from wealth distribution to the World Happiness Report - and which countries rate best and worst under each.

32. Metrocosm: Metrocosm is Max Galka's collection of maps and other data visualization projects - trying to make sense of the world through numbers. Some of my favorites: NYC Trash, Global Defense Pacts, World Immigration 2010-2015, Disputed Land Across the Globe.

33. Sal Khan Interview on NPR - Tech and a Global Classroom: Sal Khan turned tutoring lessons with his cousins into a series of free educational videos called Khan Academy. His goal: To make learning accessible for everyone, everywhere.

34. UN Peacekeeping Missions: An enlightening presentation by scholar Anjali Dayal. This piece by her provides a great framing for the topic. Checkout this video she used to introduce her presentation.

History is the construction of our understanding of the past. Taking part in that process is an existential exercise which, in turn, influences our contemporary world view. These three quotes remind me about the importance and power of narrative creation and its subsequent relationship to collective and individual identity.

"It seems evident, then, that skill in narrative construction and narrative understanding is crucial to constructing our lives and a "place" for ourselves in the possible world we will encounter." - Jerome Bruner

"Over time and cultures, the most robust and most effective form of communication is the creation of a powerful narrative." - Howard Gardner

Moreover, the recognition, creation, and analysis of historical narratives are essential activities for students in history classes in high school and higher education. What resources teachers use with students, as well as the explicit connection to broad concepts and contemporary realities all make for relevant and valuable teaching and learning. I had the pleasure of meeting professor Trevor Getz at a recent AHA planning meeting for the 2018 Conference being held in Washington D.C. Our interview highlights his work with students and the use of graphic novels to develop their historical thinking. Trevor can be reached at either tgetz@sfsu.edu or tgetz@ebuukuu.com

Enjoy!

1- Tell us about your journey to becoming a historian and your interest in studying Africa. I learned to love history sitting on my grandpa's knee while he told stories of "the war." I was the only grand kid who

wanted to listen. I loved touching his medals, and watching as he drew pictures of fortifications, and looking through his black-and-white photo albums. I thought I wanted to be a military historian, but then as an undergraduate at Berkeley I learned to love political history, and doing my MA in Cape Town came to appreciate social history, and finally began my transition to cultural history during my PhD research at the School of Oriental and African Studies. In the process, I became immersed in the history of Africa. My first real mentor was Chris Saunders, at the University of Cape Town, who tamed my rambunctious American-ness with his precise and calm Anglo ways. Then with the larger-than-life and wonderfully inspiring professor, Richard Rathbone - truly a spectacular mentor and a fixture in the study of Ghana's past.

2- When did graphic novels come into the mix and how have they impacted your teaching?

My dissertation (and subsequent first book) was very much a social history - putting together many different sources in an attempt to converge them on an explanation for social change in the wake of the criminalization of slavery in nineteenth century Ghana and Senegal. But in the years that followed, I learned to dig deep into single sources, figuring out how to pull apart one document or picture or diary account and explain what it meant. Most of the sources I was working with, it turned out, featured young people - enslaved or otherwise suffering, but frequently strong and inspiring nevertheless. I wanted to bring their stories, their accounts, and their worldviews to the public. I was searching, for much of the 2000s, for a medium that would allow me to do that. I had to dig back into my own past to find one. Of course, not everyone could have a Grampa like mine to inspire them to study the past, and these stories in any case didn't lend themselves to grandparently memory. But the other "history" inspiration of my youth was the comic book - including Franco-Belgian works like Tintin but also Art Spiegelman's incredible Maus. So, I thought I'd experiment with comics (or the "graphic novel") as a medium for telling the story of a young, enslaved woman who forced the government of a Crown Colony to listen to her. Thanks in part to an incredible editor (Charles Cavaliere at Oxford UP) and wonderful artist-collaborator (Liz Clarke in South Africa) it somehow worked out, and Abina and the Important Men came into being. Now we've developed a multi-platform app as well, for the high school classroom. Any teacher interested in trying out the app should email me.

3- What do you want readers to know about your award winning graphic novel, Abina and the Important Men?

This is a book about NOW, because it's a book about power. It's about the power that important men use to subjugate others, like Abina Mansah, who was twice enslaved and then censored and silenced. It's about the power that even seemingly defenseless people have to make their voice heard, as Abina did in that colonial courtroom. It's about the power that historians have (and sometimes abuse) to tell people's stories in a way that appeals to them, and the power that we all have to challenge and correct historians' interpretations. Power is part of any society, but we don't have to accept the way it operates, just as Abina refused to accept attempts to silence her.

4- I argue that one of the best skills people develop from studying history is that they learn how to analyze and evaluate narratives. What do you think are some practical skills students develop by studying the past?

Historians, I firmly believe, are interpreters. The past is a foreign country, and we try to help people in the present to understand what is said and done there, and what it means. Learning to analyze and evaluate not only primary sources but also the work of scholars is a key step in developing a critical mind and media literacy. I talk about this quite a bit in a brief video put together at SF State. I love working with teachers who develop critical tools for this kind of work as well. I especially appreciate the incredible mock trial and role playing exercises that David Sherrin from Harvest Collegiate put together to help students analyze and interpret Abina's testimony.

5- Great. And what about the relating the study of the past to understand globalization? Any major connections?

Everything is global, right? Just like everything is local. We are much richer today for understanding the ways in which even the deep past was shaped by interaction between people, products, species, and ideas moving between societies often separated by vast distances. What we've learned is that in analyzing any situation in the present, we have to develop a scope that includes factors both near and far as well as from the recent and distant past. But how can we move from knowing that this need exists to actually effectively conducting analysis of global as well as local factors? That's a difficult question, and one on which many historians are working. Obviously, we can't answer it here. But I do have one thought that has become clear to me over the past several years: there's no point in teaching content without teaching the underlying skills to work with and interpret it. Telling students that the global past matters doesn't do anything unless they know how to read or view sources and pull from them the evidence of global interaction.

6- What's on the horizon for you and any final comments?

I'm working on so many projects! I have a book on teaching African history about to come out with Duke University Press, a volume I'm co-editing with Rebecca Shumway on slavery and its legacy in Ghana and the Diaspora, and a pet long-term project using comics, other forms of art, oral tradition, and pop-up museums to understand how Ghanaians study their own past. But I'm also teaching, and being an administrator. Most of all, though, I continue to try to think of interesting strategies to engage students with the past in ways that help them to build critical and creative skills they will need for their lives moving forward.
Thank you Trevor. I look forward to future scholarship and collaboration, and wish you a great 2017!

Across the United States the new school year has commenced. To kick off SY 16-17 I want to share some thoughts & resources that impacted, or reinforced, my views on education this summer. Specifically, this post emphasizes the need for building student understanding of and ability to succeed in a globalized world. How teachers design learning experiences for students (the combination of resources, instruction, assessment, and student outcomes) is indicative of a teacher's vision and understanding of the purpose of education.

As you explore the post and resources below, keep in mind 3 common aspects of the type of education I am highlighting:

1. Content/Course work is always framed or connected to contemporary issues or present circumstances.

2. The teacher is a facilitator of learning and supports student inquiry and development of skills and
content.

3. Students are expected to take action or produce information for public interaction and/or for the development of their own world view. In short, assessments go beyond just the teacher's eyes.

Ok, my point of entry for this topic is a very simple yet powerful reflective prompt. In the last few months, this
question has repeatedly popped up in various media and manifested in conversations I had with people from a range of professional backgrounds. Drum roll...

That question is: Are you teaching for tomorrow?

Despite being simple, this question generates complex and stimulating responses. Moreover, it can very well be the cornerstone of your personal educational philosophy, a guiding principle for a team/department, or, starting point to develop an instructional/assessment model. In other words, if an adult walked into a classroom, would they feel like they time traveled to their high school experience of 1970s, 1980s, 1990s etc? This would imply t hat students are being taught for 20th century goals with 20th century methods and beliefs. If so, that is an an eyebrow raiser indeed.

The most compelling way to teach for tomorrow is to utilize practices that address global citizenship - a combination of knowledge, skills, and dispositions whose goal focuses on students' futures - not to replicate the educational experiences their teacher had. (On a side note it is imperative to prepare teachers to be globally competent in pre-service programs and to continue that training with continuing development opportunities. However, this is for a future post but a teaser is provided below with the collaborative tool, Padlet).

Ok, watch this inspiring Ted Talk about Global Citizenship/Education which includes the practice being done in urban centers and with elementary students.

What a great video... multiple main themes are expressed with applications. Moreover, the sentiment about teaching for tomorrow is framed in practical contexts. Mary Hayden puts it this way:
Even for those school-age students today who will never in adulthood leave their native shores, the future is certain to be so heavily influenced by international developments and their lives within national boundaries so affected by factors emanating from outside those boundaries that they will be hugely disadvantaged by an education that has not raised their awareness of, sensitivity to and facility with issues arising from beyond a national "home" context.
By the way, if this statement doesn't impact, reinforce, change, or inspire the way you teach or develop your own practice please let me know. We need to talk.
So, What Can Teaching For the Future Look Like?
I mentioned above 4 inroads for teachers to make a global turn for teaching and learning- resources, instruction, assessment, and student outcomes. The suggestions below address each of these inroads (they are not mutually exclusive). Utilizing any of them with your classes explicitly and intentionally teaches for tomorrow. Content knowledge, skills, and students' world views are developed from a stance that is forward looking and applicable beyond classroom walls. Additionally, globalization (and all its systems, issues, possibilities etc.) - not nationalism, not a test, not industrialization -moves to the center of your students' classroom experiences.

Here are some tools and suggestions to consider and follow up on. The bold orange headings are the topics/practices that embraces global education and citizenship. Below them are links to online tools and resources related to the headings in orange. These are only a start...

So, to finish this post, but not this topic, I want share one more video that addresses the importance of global citizenship and effectively discredits the claim that global citizenship is impossible because of its reliance on nationhood. To those individuals I refer them to the realities of stateless refugees and to the team of refugees who competed in the Rio Olympics.

Enjoy exploring the suggested readings and the Padlet comments below. Lastly, Teach for Tomorrow! Your students and the world will be grateful.
Suggested Reading:
Padlet Used for Feedback on Global Education from a Teacher Workshop:

Posted in Global Education, History and Social Studies Education, Instructional Practices, Online Education, Web 2.0 |

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I am writing this blog while at the Center for Contemporary Arab Studies at Georgetown University. Today they are offering a fantastic day on Trans Regional and Global Themes in Teaching: African, Latin American, Asian and Middle Eastern Perspectives. Yes, I know what you are thinking "WOW!"

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This is a beautiful and comprehensive list of the resources used through our TGC online course. There are a variety of global education resources here.

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Top Ten Characteristics of a Globally Competent Teacher

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Top Ten Characteristics of a Globally Competent Teacher

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This is a very short article that outlines what it takes to be a teacher for global education.

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A recent collaborative project aimed to define what a globally competent teacher looks like and then integrate those characteristics into teaching standards. Jennifer Manise, Executive Director, Longview Foundation and Betty Soppelsa, Senior Advisor, Programs for NAFSA: Association of International Education By guest bloggers Betty Soppelsa and Jennifer Manise share the results of this work.
We already expect a great deal of new teachers. And now given the increasing interconnectedness of our world, new teachers are being called upon to meet and support the growth of globally-minded students-but are they ready to do so?

Teacher training institutions and the teaching profession have been the focus of many recent conversations in education circles, including numerous discussions around licensure and credentialing. This led us to engage directly with educators and their teachers about what global competence means for them and whether the process for credentialing new teachers is reflective of the realities of today's classrooms.

What Does Global Competence Look Like in a Teacher?
We began by gathering exemplary examples of knowledge, skills, and dispositions that spell out global competence in educators:

1. Understanding one's own cultural identity and its influence on personal dispositions and classroom practice

2. Knowing and integrating global dimensions within the disciplines one teaches

3. Engaging students in learning about the world and in exploring their place in it

4. Using real-life global examples, materials, and resources when considering local, national, and human issues

5. Valuing the input of culturally and linguistically diverse learners, families, and colleagues, and modeling cultural sensitivity

6. Creating environments that encourage positive cross-cultural interaction

7. Modeling social responsibility in local and global contexts

8. Helping learners find appropriate actions to improve local and global conditions

9. Assessing learners' global competence and providing growth opportunities based on their levels of development

10. Advocating for global education and social responsibility

"Global competence in teachers is a set of essential knowledge, critical dispositions, and performances that help foster development of learners' global competence. A globally competent teacher has knowledge of the world, critical global issues, their local impact, and the cultural backgrounds of learners; manifests intercultural sensitivity and acceptance of difference; incorporates this knowledge and sensitivity into classroom practice; and, develops the skills to foster these dispositions, knowledge, and performances in learners. The teacher models socially responsible action and creates opportunities for learners to engage in socially responsible action." © NAFSA: Association of International Educators, 2015.
Definition of Global Competence for Teachers
Together, these and related elements led to the development of this definition of global competence for teachers by NAFSA:

We wanted to start by defining global competence for educators. The second phase was to embed it into the working definition of new teacher standards and practice. In cooperation with the Council of Chief State School Officers New Teachers Standards project, we anchored these ideas in the 2011 Global Standards and Practices
CCSSO InTASC Model Core Teaching Standards: A Resource for State Dialogue.

To do so, we identified the places where global competence intersects with and enriches overall teaching competence. The result is InTASC as a Framework: Viewing the InTASC Standards through a Global Preparation Lens.

Lend Your Voice
Global competence for teachers is no longer for just an elite few, but rather is an essential element of preparation for all teachers. It is time to partner more deeply with colleges of education and alternative training routes to emphasize this reality as they prepare tomorrow's teachers.
Follow Longview, NAFSA, and Asia Society on Twitter. Photo credit: iStock
We are eager to gather examples of how teacher educators and teachers are implementing global perspectives in their work, how they define global competence, and how they anticipate using the "Global Preparation Lens." We invite you to provide your feedback.

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The Top 10 Characteristics of Globally Competent Teachers

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A recent collaborative project aimed to define what a globally competent teacher looks like and then integrate those characteristics into teaching standards. Jennifer Manise, Executive Director, Longview Foundation and Betty Soppelsa, Senior Advisor, Programs for NAFSA: Association of International Education By guest bloggers Betty Soppelsa and Jennifer Manise share the results of this work.

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MY NASA DATA (MND)’s tools allow anyone to access real NASA Earth science data. This resource can be used to analyze data, create graphs and find answer to real world problems. This site includes lesson plans, data, and other tools for teachers as well as students and citizen scientists!

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The My NASA Data website offers a variety of opportunities to explore Earth Science phenomena of the Atmosphere, Biosphere, Cryosphere, Geosphere, and Hydrosphere using uniquely NASA related content.

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This website seems to provide a place for teachers and students across the world to communicate!  This is exactly what I was looking for...I think.  I have not been successful registering as of yet, but will update this post when I can.

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Collaborative educational series & shows

aligned to subject area, standards and the global goals.

cutting-edge learning experiences that have been featured in

Don't just take our word for it

Educators around the world love Belouga.

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Primary School Educator, Colombia

To say having Belouga as a part of your school curriculum and professional learning is a smart choice is an understatement.

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Tech Integration Coordinator, AL, USA

Through Belouga, students can take their learning from "what if?" to "what's next?"

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District Tech Integrator, NY, USA

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Belouga | Learn about the world, with the world!

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Belouga is a web based educational platform that connects classrooms around the world. Our mission is to encourage intercultural communication to create a better tomorrow.

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Around the World in 80 Books - A Global Reading List

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Around the World in 80 Books - A Global Reading List

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This website provides a list of global books.  This is great for avoiding the danger of the single story.

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Ready for some serious armchair travel? Take a trip around the globe with these books from the eighty most populated countries in the world.

Brazil - Symphony in White by Adriana Lisboa: Following the death of their mother, family secrets come to light and two sisters face their past.

Canada - The Blind Assassin by Margaret Atwood: A novel within a novel thatspans much of the twentieth century as it explores the life of its protagonist.

Egypt - Palace Walk by Naguib Mahfouz: The first in The Cairo Trilogy, Palace Walk introduces readers to a despotic patriarch, his oppressed wife, two daughters, and three sons.

Germany - The Quest for Christa T. by Christa Wolf: One of David Bowie's top 100 books, The Quest for Christa T. follows two childhood friends from World War II to the Eastern Bloc in the 1960s.

Somalia - by Nuruddin Farah: After returning to Mogadiscio after twenty years, a man is asked to investigate the abduction of the daughter of a close friend.

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Around the World in 80 Books: A Global Reading List

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Ready for some serious armchair travel? Take a trip around the globe with these books from the eighty most populated countries in the world. Brazil - Symphony in White by Adriana Lisboa: Following the death of their mother, family secrets come to light and two sisters face their past.

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This is a wonderful resource shared by a fellow TGC teacher in which students can calculate their own carbon footprint. At the end of the survey, the calculator will provide details about four ways students can immediately take action to reduce their own footprint.

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How many planets does it take to sustain your lifestyle?

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What is your Ecological Footprint? How many planets does it take to support your lifestyle? Take this free quiz to find out!

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This seems like an online PD with several videos to help teachers learn about teaching the SDGs.

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We promote use of the Sustainable Development Goals in learning so that children can contribute to a better future for all. From citizenship and justice to climate change and the environment, inspire children to make a difference!

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Great resources! Especially significant rubrics, teaching global citizenship, inspirational things and opportunities for educators.

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This quick video from the Asia Society gives a succinct description of what it means for students to be globally competent.

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Global competence is a crucial upgrade if our education system is to prepare the next generation for the knowledge economy. But what does it entail?

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Climate Expeditions: ICE - Lessons, professional development information and links to classroom resources intended for middle- and high-school teachers.  Options include ice core data as well as online communication with scientists.

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This is a video collaboration tool students can use to create videos together.  I might use this for my global education lesson as a presentation tool.  Maybe students could create the videos and I could tweet them out?  PSA style?

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It's your video, download it, share it with your friends on MixBit and anywhere else you like.

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This is a fantastic Ted Talk in which author Chimamanda Adichie shares her experiences with cultural identity.  In this video, Adichie highlights the importance of global competency and how vital it is to understand all aspects of a culture rather than just their most well known story.

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Please [contact us](https://www.ted.com/contact) and let us know what happened.

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What Climate Change Means for SC is a brief description of the local impacts of climate change.

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I got this idea from Catlin Skinner's resource collection. She created a personal growth section and I think it is a great idea. Sometimes some of the resources I find aren't really meant to be shared with students, but are absolutely aw-inspiring for me. This video, from her collection, was one of those.

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Great info - Specifically information about Social Emotional Learning and 21st century learners.

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Free Teacher Travel!

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Teaching Traveling: Are you a teacher who wants to travel for free or very little money? Massachusetts teacher, Kim Young, has a GIANT list of amazing resources for you! Kim, tell us more about your background.
Kim: Traveling has often felt more natural to me than staying at home, and my first international experience was studying abroad in France in 5 th grade. Teaching World History in Weston, Massachusetts for last twelve years has allowed me to infuse my passion for traveling into my curriculum through designing lesson plans to expand my students' global competence. While I have organized student travel and exchange programs in the past, I travel primarily through grant-funded opportunities designed for teachers. Most recently I spent three months in the Palestinian Territories as part of the Fulbright Distinguished Awards in Teaching Program.
TT: Amazing! Tell us more about which programs helped you see the world, affordably.
K: Here is a list of different programs I've participated in for interested teachers (with most descriptions taken from the program websites):

Fulbright-Hays Group Projects Abroad (GPA) - One of these group projects allowed me to spend four weeks in Jordan learning about culture, volunteering, and learning Arabic. This program provides short-term summer grants to support overseas projects in training, research, and curriculum development in modern foreign languages and area studies for teachers, students, and faculty engaged in a common endeavor. Projects may include short-term seminars, curriculum development, group research or study, or advanced intensive language programs. GPAs are normally sponsored by universities or resource centers and have varying goals and eligibility requirements. GPAs can be hard to locate, but are often announced in the newsletter.

Teacher for Global Classrooms (TGC) - This program gave me an amazing teaching immersion experience in Chennai, India. Formerly the ILEP program, this is a yearlong professional development opportunity for elementary, middle and high school teachers to become leaders in global education. It includes an 8-week online course, capstone project, symposium, and 2-3 week international field experience. International teachers should apply to the Teaching Excellence and Achievement (TEA) program.

Turkish Cultural Foundation Study Tour - This program helped me to improve my teaching of the Ottoman Empire through the use of primary sources and hands-on artifacts. It is a program for middle and high school teachers combining in-person teacher professional workshops and a two-week field experience in Turkey. It is administered by the Turkish Cultural Foundation and the World Affairs Councils of America. Seek our your local for application information.

While I haven't participated in the following programs, they are ones I've heard of (again, most descriptions taken from program websites):

is an example study tour, and this is the newest National Consortium for Teaching about Asia -After completing a NCTA seminar, alumni are eligible to participate in study tours. summer field study in East Asia.

Global Learning Fellows - Global Learning Fellows are comprised of Awards for Teaching Excellence recipients, who are nominated by their NEA State Affiliate. In order for an educator to be considered for the program, the State Affiliate should complete this nomination .
TT: This is so useful. Tell us more about how you find travel opportunities.
K: I mostly find travel opportunities through subscriptions to various listservs. I recommend teachers sign up for the following listservs and newsletters - Program for Teaching East Asia (TEA) , Global Studies Outreach at Harvard , International and Foreign Language Education , Global Opportunities for Teachers , Middle East Outreach Council , Five College Center for East Asian Studies , Boston University African Studies Outreach Center .
TT: Love this! Do you have any last tips about funding travel?
K: One more possible source of funding is the National Council for Social Studies James M. Becker Award for Global Understanding . Supported by the Longview Foundation, this award comes with a $2,000 cash award.

Here are some additional specific grants (related to what I've posted above) that I've heard about recently: Fulbright-Hays GPA - Brazil, Primary Source - Spain and Morocco: Co-existence, Competition, and Culture, Stone Center for Latin American Studies - Teaching Cuban Culture and Society: A Summer K-12 Teacher Institute in Cuba. There are SO many great options, so look around, apply, and go see the world!
TT: Thanks so much, Kim! What a treasure-trove of resources. Readers, what questions or comments do you have for this expert Teacher Traveler?
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24 Teacher Travel Opportunities for Free or Super Cheap: A Great List! | Teaching Traveling

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Teaching Traveling: Are you a teacher who wants to travel for free or very little money? Massachusetts teacher, Kim Young, has a GIANT list of amazing resources for you! Kim, tell us more about your background. Kim: Traveling has often felt more natural to me than staying at home, and my first international experience was studying abroad in France in 5 th grade.