Global Education and the Common Core

Honor Moorman

Four Domains of Global Competence

Investigate the Worldwith Common Core

ELA: Ask students to conduct original research into topics that have an impact beyond the local community and providing access to international sources.

Math: Pose a globally relevant problem that requires the use of mathematical reasoning to develop an argument to address.

Mission Statement

“The Common Core State Standardsprovide a consistent, clear understanding

of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.”

rethink

“Visione e prospettiva divergente” CC by mbeo via Flickr

Investigate the World“not quite clear on the concept”

CC by woodleywonderworks on Flickr

ELA and Literacy: Research

“To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.”

(CCSS ELA & Literacy, p. 4)

Anchor Standards: Writing

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Anchor Standards: Writing

Research to Build and Present Knowledge

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Standards forMathematical Practice

Analysis and Argumentation

3. Construct viable arguments and critique the reasoning of others.• “analyze situations”• “justify their conclusions”• make “plausible arguments”

Investigate the World

• “identify and weigh relevant evidence”• “analyze, integrate, and synthesize

evidence”• “develop an argument based on

compelling evidence . . . and draw defensible conclusions”

+• focus on questions of global significance • consult a variety of sources, including

international sources

Research, Analysis, and Argumentation

Investigate the World

Investigate the Worldwith Common Core

ELA: Ask students to conduct original research into topics that have an impact beyond the local community and providing access to international sources.

Math: Pose a globally relevant problem that requires the use of mathematical reasoning to develop an argument to address.

Recognize Perspectives

“Sometimes the world seems upside down”

CC by jen_maiser via Flickr

Students who are college and career ready

in reading, writing, speaking, listening, and

language . . .

. . . come to understand other perspectives and cultures

“Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. . . .

. . . come to understand other perspectives and cultures

. . . They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.”

(CCSS ELA & Literacy, p. 7)

Recognize Perspectives

• “recognize and express their own perspective”

• “examine perspectives of other people, groups, or schools of thought”

+• “identify the influences” on his or her own

perspectives and on the perspectives of others

• “explain how cultural interactions influence situations, events, issues or phenomena”

Understand otherperspectives andcultures

Recognize Perspectives

Recognize Perspectiveswith Common Core

Ask students to interview others about their perspective on a given topic or global issue.

Analyze the perspective of an author or public figure, and then compare and contrast that to their own individual perspective on the given topic or global issue.

Communicate Ideas

“42601677.10”CC by torres21 via

Flickr

Anchor Standards: Writing

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Anchor Standards: Writing

Production and Distribution of Writing

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

ELA: Speaking and Listening

Flexible communication and collaboration “. . . require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.”

(CCSS ELA & Literacy, p. 8)

Anchor Standards:Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Anchor Standards:Speaking and Listening

Comprehension and Collaboration

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Anchor Standards:Speaking and Listening

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Anchor Standards:Speaking and Listening

Presentation of Knowledge and Ideas

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Anchor Standards:Speaking and Listening

Presentation of Knowledge and Ideas

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Standards forMathematical Practice

Analysis and Argumentation

3. Construct viable arguments . . .• “build a logical progression of statements to

explore the truth of their conjectures”• “justify their conclusions, communicate them

to others, and respond to the arguments of others”

• “making plausible arguments that take into account the context from which the data arose”

Communicate Ideas

• “communicate their ideas effectively with diverse audiences”

+• “recognize and express how diverse

audiences may perceive different meanings from the same information”

• “reflect on how effective communication affects understanding and collaboration”

Writing, Collaborating, Presenting Knowledge and Ideas

Communicate Ideas

Communicate Ideaswith Common Core

Facilitate discussions on how the same message can be understood differently by different individuals and groups

Ask students to reflect on, and write about or discuss, the importance of effective communication to successful collaboration with others from different backgrounds, cultures, and nations

Take Action

“On the other side”CC by EmsiProduction via Flickr

Taking action on issues ofglobal significance requires

The ability to communicate information and ideas clearly through . . .• narrative or informational writing• formal presentation, • or mathematical representation

Skills & competencies requiredfor college & careers

• Reading• Writing• Speaking• Listening• Language• Mathematics

“lay the foundation to develop students with the capacity to take action to improve conditions in their local community, state, the country, and the world”

“Common Core: Preparing Globally Competent Citizens”

by Margaret Reed Millar

Standards for Mathematics

Application

“The middle school and high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges.”

(Common Core website, “Myths vs. Facts” page)

Standards forMathematical Practice

Modeling

4. “mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.”

Mathematics: Modeling

Examples include

• Estimating how much water and food is needed for emergency relief in a devastated city of 3 million people, and how it might be distributed.

• Analyzing risk in situations such as extreme sports, pandemics, and terrorism.

• Relating population statistics to individual predictions.

(CCSS Mathematics, p. 72)

Common CoreState Standards

Take Action

Take Actionwith Common Core

• Math: Pose a globally relevant problem that requires the use of mathematical reasoning to develop an argument to address.

• ELA: Ask students to conduct original research into topics that have an impact beyond the local community and providing access to international sources.

rethink

“Visione e prospettiva divergente” CC by mbeo via Flickr

Sources Consulted

• Common Core State Standards, http://www.corestandards.org/

• Educating for Global Competence: Preparing Our Youth to Engage the World by Veronica Boix Mansilla and Anthony Jackson, www.asiasociety.org/globalcompetence.pdf

Sources Consulted

• “Common Core: Preparing Globally Competent Citizens” by Margaret Reed Millar, http://blogs.edweek.org/edweek/global_learning/2012/01/the_common_core_state_standards.html

• “Common Core: Preparing Globally Competent Citizens, Part 2” by Margaret Reed Millar, http://blogs.edweek.org/edweek/global_learning/2012/01/margaret_reed_millar_from_the.html

Additional Resources

• Globalizing the Common Core Standards in the English Language Arts: Possibilities and Challenges, http://www.slideshare.net/KathyGShort/globalizing-the-common-core-standards-in-the

• Global Competence and the Common Core: Implications for Teacher Preparation webinar, http://www.globalteachereducation.org/webinar-global-competence-common-core

Additional Resources

• “Common Core: Getting There Globally” by Elizabeth Howald, http://asiasociety.org/education/resources-schools/professional-learning/common-core-getting-there-globally

• Reading Nonfiction: A Global Approach to the Common Core (from Primary Source), http://resources.primarysource.org/nonfiction

Additional Resources

• iEARN webinar: How the Common Core State Standards Align to Global Collaboration Projects, http://bit.ly/ccss0125

• “The Global Roots of the Common Core” by Heather Singmaster and Anthony Jackson, http://blogs.edweek.org/edweek/global_learning/2012/11/the_global_roots_of_the_common_core.html