Using the quote:

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

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

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

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

Sharing your feedback with colleague using the sentence starters:

I value that....

I wonder if...

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

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

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

•       Examine issues of local, global and cultural significance.

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

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

Take action for collective well-being and sustainable development

Present to the group and feedback in the following way:  

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

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

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

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

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

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

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

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

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

A Padlet could be used to complete the learning engagement.

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

Step 2

Role-play (as learners)

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

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

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

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

•What would it look like? 

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

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

Documenting the lesson on a slide deck.

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Exchange and debrief lessons with another group.

Present and feedback on other presentations.

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

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

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

Reflect on:

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

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

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

Possible artifact- list of ideas, mind map.

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

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

Gallery walk and reflect (similarities and differences)

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

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

Peer-feedback.

Group work-

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

Select five competencies and share with another group.

Work in a group to complete the following:

Discussion:

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

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

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