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Here is the GTA Handbook in full if you would like to do some more reading

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Here is the GTA Handbook in full if you would like to do some more reading

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This course consists of a mix of live, online and offline learning. Please complete the survey below and then complete the three activities provided before your first online session, uploading as required. Please do take time to view each others submissions. Enjoy and we look forward to meeting you soon.
( Survey 15 mins)

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| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10
a) I have an interest in global and sustainable development issues and am motivated by a concern about poverty. | <b> 17. On a scale of 0-10 with 0 being "Strongly Disagree" and 10 being "Strongly Agree", please rate whether you agree or disagree with the following:: a) I have an interest in global and sustainable development issues and am motivated by a concern about poverty. (0) | a) I have an interest in global and sustainable development issues and am motivated by a concern about poverty. (1) | a) I have an interest in global and sustainable development issues and am motivated by a concern about poverty. (2) | a) I have an interest in global and sustainable development issues and am motivated by a concern about poverty. (3) | a) I have an interest in global and sustainable development issues and am motivated by a concern about poverty. (4) | a) I have an interest in global and sustainable development issues and am motivated by a concern about poverty. (5) | a) I have an interest in global and sustainable development issues and am motivated by a concern about poverty. (6) | a) I have an interest in global and sustainable development issues and am motivated by a concern about poverty. (7) | a) I have an interest in global and sustainable development issues and am motivated by a concern about poverty. (8) | a) I have an interest in global and sustainable development issues and am motivated by a concern about poverty. (9) | a) I have an interest in global and sustainable development issues and am motivated by a concern about poverty. (10)
b) I have a concern for sustainability, social justice and equity and have developed a more critical understanding of global and development issues. | b) I have a concern for sustainability, social justice and equity and have developed a more critical understanding of global and development issues. (0) | b) I have a concern for sustainability, social justice and equity and have developed a more critical understanding of global and development issues. (1) | b) I have a concern for sustainability, social justice and equity and have developed a more critical understanding of global and development issues. (2) | b) I have a concern for sustainability, social justice and equity and have developed a more critical understanding of global and development issues. (3) | b) I have a concern for sustainability, social justice and equity and have developed a more critical understanding of global and development issues. (4) | b) I have a concern for sustainability, social justice and equity and have developed a more critical understanding of global and development issues. (5) | b) I have a concern for sustainability, social justice and equity and have developed a more critical understanding of global and development issues. (6) | b) I have a concern for sustainability, social justice and equity and have developed a more critical understanding of global and development issues. (7) | b) I have a concern for sustainability, social justice and equity and have developed a more critical understanding of global and development issues. (8) | b) I have a concern for sustainability, social justice and equity and have developed a more critical understanding of global and development issues. (9) | b) I have a concern for sustainability, social justice and equity and have developed a more critical understanding of global and development issues. (10)
c) I treat everyone the same regardless of their background and I value social, cultural and ecological diversity | c) I treat everyone the same regardless of their background and I value social, cultural and ecological diversity (0) | c) I treat everyone the same regardless of their background and I value social, cultural and ecological diversity (1) | c) I treat everyone the same regardless of their background and I value social, cultural and ecological diversity (2) | c) I treat everyone the same regardless of their background and I value social, cultural and ecological diversity (3) | c) I treat everyone the same regardless of their background and I value social, cultural and ecological diversity (4) | c) I treat everyone the same regardless of their background and I value social, cultural and ecological diversity (5) | c) I treat everyone the same regardless of their background and I value social, cultural and ecological diversity (6) | c) I treat everyone the same regardless of their background and I value social, cultural and ecological diversity (7) | c) I treat everyone the same regardless of their background and I value social, cultural and ecological diversity (8) | c) I treat everyone the same regardless of their background and I value social, cultural and ecological diversity (9) | c) I treat everyone the same regardless of their background and I value social, cultural and ecological diversity (10)
d) I sometimes try to understand people better by imagining how things look from their perspective | d) I sometimes try to understand people better by imagining how things look from their perspective (0) | d) I sometimes try to understand people better by imagining how things look from their perspective (1) | d) I sometimes try to understand people better by imagining how things look from their perspective (2) | d) I sometimes try to understand people better by imagining how things look from their perspective (3) | d) I sometimes try to understand people better by imagining how things look from their perspective (4) | d) I sometimes try to understand people better by imagining how things look from their perspective (5) | d) I sometimes try to understand people better by imagining how things look from their perspective (6) | d) I sometimes try to understand people better by imagining how things look from their perspective (7) | d) I sometimes try to understand people better by imagining how things look from their perspective (8) | d) I sometimes try to understand people better by imagining how things look from their perspective (9) | d) I sometimes try to understand people better by imagining how things look from their perspective (10)
e) I know that the way I see the world is just one way of seeing the world and that there are many others | e) I know that the way I see the world is just one way of seeing the world and that there are many others (0) | e) I know that the way I see the world is just one way of seeing the world and that there are many others (1) | e) I know that the way I see the world is just one way of seeing the world and that there are many others (2) | e) I know that the way I see the world is just one way of seeing the world and that there are many others (3) | e) I know that the way I see the world is just one way of seeing the world and that there are many others (4) | e) I know that the way I see the world is just one way of seeing the world and that there are many others (5) | e) I know that the way I see the world is just one way of seeing the world and that there are many others (6) | e) I know that the way I see the world is just one way of seeing the world and that there are many others (7) | e) I know that the way I see the world is just one way of seeing the world and that there are many others (8) | e) I know that the way I see the world is just one way of seeing the world and that there are many others (9) | e) I know that the way I see the world is just one way of seeing the world and that there are many others (10)
f) I think I have a particular world view which influences my expectations when engaging with people from other cultures | f) I think I have a particular world view which influences my expectations when engaging with people from other cultures (0) | f) I think I have a particular world view which influences my expectations when engaging with people from other cultures (1) | f) I think I have a particular world view which influences my expectations when engaging with people from other cultures (2) | f) I think I have a particular world view which influences my expectations when engaging with people from other cultures (3) | f) I think I have a particular world view which influences my expectations when engaging with people from other cultures (4) | f) I think I have a particular world view which influences my expectations when engaging with people from other cultures (5) | f) I think I have a particular world view which influences my expectations when engaging with people from other cultures (6) | f) I think I have a particular world view which influences my expectations when engaging with people from other cultures (7) | f) I think I have a particular world view which influences my expectations when engaging with people from other cultures (8) | f) I think I have a particular world view which influences my expectations when engaging with people from other cultures (9) | f) I think I have a particular world view which influences my expectations when engaging with people from other cultures (10)
g) I am aware of potential sensitivities in relation to colonialism and its legacy | g) I am aware of potential sensitivities in relation to colonialism and its legacy (0) | g) I am aware of potential sensitivities in relation to colonialism and its legacy (1) | g) I am aware of potential sensitivities in relation to colonialism and its legacy (2) | g) I am aware of potential sensitivities in relation to colonialism and its legacy (3) | g) I am aware of potential sensitivities in relation to colonialism and its legacy (4) | g) I am aware of potential sensitivities in relation to colonialism and its legacy (5) | g) I am aware of potential sensitivities in relation to colonialism and its legacy (6) | g) I am aware of potential sensitivities in relation to colonialism and its legacy (7) | g) I am aware of potential sensitivities in relation to colonialism and its legacy (8) | g) I am aware of potential sensitivities in relation to colonialism and its legacy (9) | g) I am aware of potential sensitivities in relation to colonialism and its legacy (10)
h) I understand and can reflect on how my background and experiences might influence my world view | h) I understand and can reflect on how my background and experiences might influence my world view (0) | h) I understand and can reflect on how my background and experiences might influence my world view (1) | h) I understand and can reflect on how my background and experiences might influence my world view (2) | h) I understand and can reflect on how my background and experiences might influence my world view (3) | h) I understand and can reflect on how my background and experiences might influence my world view (4) | h) I understand and can reflect on how my background and experiences might influence my world view (5) | h) I understand and can reflect on how my background and experiences might influence my world view (6) | h) I understand and can reflect on how my background and experiences might influence my world view (7) | h) I understand and can reflect on how my background and experiences might influence my world view (8) | h) I understand and can reflect on how my background and experiences might influence my world view (9) | h) I understand and can reflect on how my background and experiences might influence my world view (10)

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Connecting Classrooms UK Teacher Baseline

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Formstack Form - Connecting Classrooms UK Teacher Baseline

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Watch the video (18 mins 43 secs) and then consider the guided questions on the post it notes below

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Watch the video (18 mins 43 secs) and then consider the guided questions on the post it notes below

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You can write a response in the comment box or post a video or sound recording. See examples in the Talking Head Space.

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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If you would rather talk than write, simply upload your contributions for your pre-course activity.

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If you would rather talk than write, simply upload your contributions for your pre-course activity.

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DOWNLOAD the Power point presentation below and read the statements provided. 

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DOWNLOAD the Power point presentation below and read the statements provided. 

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Drag and drop them onto the grid into your own diamond ranking order. Finally save and upload your own version below.

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Please do read. If you can foresee any problems completing the course, please do talk to me about it.

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just an example

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Download and read the introductory pages (p5,6,7) of  the Global Teachers Award handbook. Upload your thoughts and reflections & have a read of others' too.

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Download and read the introductory pages (p5,6,7) of  the Global Teachers Award handbook. Upload your thoughts and reflections & have a read of others' too.

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How does the definition of a global

teacher on page 6 compare to your

own views?

Are there things that you would add or change?

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just an example

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You need to DOWNLOAD the ppt presentatation to see all the labels, then upload with your diamond 9 completed. :)

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You need to DOWNLOAD the ppt presentatation to see all the labels, then upload with your diamond 9 completed. :)

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This was difficult as I feel all the statements are important! Victoria

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Faye - Diamond 9 activity.

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Finally worked thanks!

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I agree with Victoria above, this was difficult to rank as all areas are important. However I guess the order I was trying to put them is was reflect on what the school needs, on what knowledge I need, assess what actions need to be taken and develop critical thinking on a larger scale. Ticki