NAME:
SCHOOL:
World View Partners’ Program:
Transforming Learning Environments through
Global and STEM Education
August 13, 2014
A.C. Reynolds Middle School, Asheville, NC
Study Guide
Instructions: To receive 1.0 CEU credits you must attend the full program on August 13 and turn in the following study guide, which
is based on the required preparation materials listed below. A collection box will be available at the end of the program. You may
also email, fax, or mail a completed study guide by September 5, 2014 to the following:
Email: afaulkenbury@unc.edu
Fax: 919/962-6794
Mail: World View, CB 8011, UNC at Chapel Hill, Chapel Hill, NC 27599-8011
Preparation Materials:
Reading: Boix Mansilla, Veronica and Jackson, Anthony. “Chapter I: A Rationale for Global Competence,” “Chapter II:
Understanding the World through Disciplinary and Interdisciplinary Study,” and “Appendices.” In: Educating for Global
Competence: Preparing Our Youth to Engage the World. CCSSO/Asia Society, 2011. 1-19 and 102-108. Available at:
asiasociety.org/files/book-globalcompetence.pdf.
1. In Chapter I, Boix Mansilla and Jackson provide a rationale for global competence. What is their argument for
the need for global competence? What rationale did you find most compelling as an educator?
2. Based on the reading, how would you define global competence among students? What four skills can be
used by students to demonstrate global competence?
3. Identify the global competence matrix (see Appendices) that best matches your discipline. (Elementary
educators and administrators may use the main matrix or choose one of the content-area matrices.) Describe an
activity or lesson that would help students develop global competency based your selected content area matrix.
4. Mansilla and Jackson emphasize that “understanding the world as such demands both disciplinary and
interdisciplinary approaches.” Do you agree? As an educator, are you able to collaborate across disciplines
when developing a global lesson, activity, or unit for your students?