Putting the World
Into World Class Education
Global Awareness:
Preparing West Virginia Students for
the 21st Century
What is Global Awareness?
2
What is Global Awareness?
1. Global (International)
Knowledge
2. Global (International)
Skill Set
1. Global (International)
Disposition
4
What is Global Awareness?
1. Global (International) Knowledge
 other world regions, cultures, and global/
international issues
2. Global (International) Skill Set
 communicating in languages other than
English,
 working in global or cross-cultural
environments
 using information from different sources
around the world
3. Global (International) Disposition
 respect and concern for other cultures and
peoples
5
Why is Global Awareness Important for
21st Century Students?
The Next Economy is
• Science and Knowledge Economy
- need scientific and technological literacy
• Resource-Challenged Economy
- need critical thinking about sustainable economies
• Globally Interdependent Economy
- global competence is a core competence
• Demographically Diverse Economy
- requires cross-cultural leadership skills
• Innovation-Driven Economy
- requires students who can learn how to learn and
adapt to rapid change
7
Global Trends: Economic
Percentage of World GDP
2004
2025
2050
India
2%
Other
India
Japan
4%
20%
India
China
Other
12%
21%
5%
China
34%
US
27%
EU
10%
15%
7%
28%
17%
Other
25%
Japan
28%
26%
US
15%
China
4%
US
EU
Japan
EU
China, India, Japan are expected to be 50% of world
GDP within 30 years -- up from 18% in 2006.
Source: Keystone India
8
In the 21st century
West Virginia students will be:
• Working with people all over the world in joint
ventures and global work teams
• Solving global problems such as AIDS, avian flu,
environmental problems, and resolving conflicts
• Working for international companies
– Selling to the world
– Buying from the world
• Managing employees from other countries and
cultures
• Competing with people on the other side of the
world for jobs and markets
ARE THEY READY?
9
How is our world different?
Global Context/Demographic Trends
• Increasing diversity in our schools and
workplaces
– Increased populations from different parts of the
world require a citizenry with increased
understanding of other cultures
– US Hispanic population has grown 34% since
1995; projected to grow 73% in the next 20
years
– US Asian and Pacific Islander population has
grown 41%; projected to grow 86%
• In West Virginia, the number of students in
K-12 schools who speak a language other than
English at home has doubled in the last 8
years.
11
Global Context/Technology Trends
– Wiring of world from 1998 means that much work
can be done anywhere. 24/7 global production
teams.
– Internet usage (people older than 12)
• 77.6% in United States, South Korea,
Singapore.
• 67% in Japan 67%
• 11% in China 11% (143 million people)
• 3.5% in India
– However, these percentages are all growing
exponentially.
12
Global Context/Education Trends
• Future careers in business, government,
science, health care, law enforcement—all
require greater international knowledge and
skills
• Minorities underrepresented in international
careers—need to be exposed to
international content before college
• Access to good jobs now requires new
skills
13
Global Awareness:
Global (International) Knowledge
Global (International) Skill Sets
Global (International) Disposition
Global (International)
Knowledge
 Teachers infuse global perspectives and
contributions frequently into all disciplines and
at all grade levels.
 Students have in-depth knowledge of
differences, similarities, conflicts and
connections in world regions, cultures, and
ethnicities across all disciplines.
GLOBAL AWARENESS Continuum of Implementation
Indicator
No Implementation

Global KNOWLEDGE =
Knowledge of other
world regions,
cultures, and
global/international
issues

Teachers never
address global
perspectives in
lessons or used
as part of
instruction.
Students lack
basic knowledge
regarding other
world regions,
cultures,
ethnicities.
Limited
Implementation


Teachers rarely
address global
perspectives or
present a global
context during
instruction.
Students have
some basic
knowledge
regarding other
world regions’
political
ideology and a
limited frame of
reference
regarding
current world
events.
Emerging
Implementation


Teachers

occasionally
reference world
perspectives but
references are
generally too
generic and
address one
single
region/nation/c
ulture/ethnicity. 
Students have
knowledge
regarding a
particular world
region/nation/c
ulture/ ethnicity
but lack a
systemic
understanding
of global issues.
Generalizations 
frequently occur.
Significant
Implementation
Teachers infuse 
global
perspectives and
contributions
frequently in
specific
disciplines
(Social Studies,
World

Languages).
Students have
adequate
knowledge of
differences and
similarities in
world
regions/nations/
cultures/
ethnicities in
specific
disciplines.
substantial
Exemplary
Implementation
Teachers infuse
global
perspectives and
contributions
frequently into
all disciplines
and at all grade
levels.
Students have
in-depth
knowledge of
differences,
similarities,
conflicts and
connections in
world regions,
cultures, and
ethnicities
across all
disciplines.
West Virginia Examples:
Kellogg Elementary, Wayne County
June Harless 21st Century Model School
Our teachers at all grades levels and in all subjects
areas are working to bring global perspectives to
their classrooms and expose their students to the
rich diversity and complexity of the wider world.
Global Studies of
Continents
Kindergarten
North America
First Grade
Africa
Second Grade
Oceania &
Antarctica
Third Grade
South America
Fourth Grade
Asia
Fifth Grade
Europe
June Harless 21st Century Model School at Kellogg Elementary
Hall of Nations
In our interactive hallway
students from 5th grade recognize the countries’ flags.
Reflection
Use the rubrics to evaluate the Global
Knowledge of
1.Kellogg Elementary
2. Your School
Global Skills-
Communicating
• World Teachers Language teachers
– maintain a student-centered classroom that is
completely communicative based.
– exclusively utilize the target language for instruction
– Employ a variety of tools to facilitate language
acquisition for students.
• Students
– Have access to articulated, world language classes
beginning in elementary and including more than 1
language choice
– apply interpretive, interpersonal and presentational
modes of communication
– Can address authentic real world tasks and interact
with native speakers of the target language.
GLOBAL AWARENESS Continuum of Implementation
Indicator
Global SKILLS=
Communicating in
other languages
No Implementation


World Language

Teachers maintain
a direct
instruction and
exclusively
grammar-driven
classroom model.
The target
language is not
utilized for
instruction and
the focus if placed
upon learning
about languages
versus using
language.

Students have
minimal access to
study world
languages. Those
that take world
language can only
complete
grammar-drill
exercises outside
of a context. No
opportunities
exist for real
communication.
Limited
Implementation
World language
Teachers mostly
employ a direct
instruction and
grammar-driven
classroom model.
The target
language is
seldom utilized
for instruction
and the focus if
placed upon
learning about
languages versus
using language.
Students
complete
grammar-drill
exercises with
some
contextualization.
Opportunities for
communicating in
the target
language are
limited.
Emerging
Implementation


World Language
Teachers employ
a grammar-driven
classroom model
that is
contextualized for
the purpose of
communication.
The target
language is
occasionally
utilized for
instruction.
Students mostly
complete
grammar
exercises and
engage in limited
contextualized
communicative
exercises. The
goal of interacting
with native
speakers is
intended for
future
opportunities.
Significant
Implementation

World Language
Teachers
frequently maintain a
student-centered
classroom with a
focus on
meaningful
communication.
Teachers mostly
utilize the target
language
for instruction and
employ numerous
tools including
visuals, gestures,
manipulatives and
realia in order to
facilitate language
acquisition for
students.

Students
periodically apply
interpretive,
interpersonal and
presentational
modes of
communication in
order to address
performance –
based tasks and
potentially
interact with
native speakers.
Exemplary
Implementation

World Teachers
Language
teachers maintain
a studentcentered
classroom that is
completely
communicative
based. Teachers
exclusively utilize
the target
language
for instruction and
employ a variety
of tools to
facilitate language
acquisition for
students.

Students apply
interpretive,
interpersonal and
presentational
modes of
communication in
order to address
authentic real
world tasks and
interact with
native speakers of
the target
language.
West Virginia Examples:
Taylor County Middle, Taylor County
Teacher has established a model world language
program that affords students the opportunity to
apply communicative language skills in order to
interact in the 21st Century world.
Reflection
Use the rubrics to evaluate the
Global Skill of
1.Taylor Middle
2. Your School
Global Skills –
Working in Global Environments
• Teachers
– regularly facilitate interdisciplinary cross-cultural
connections
– across multiple content areas (e.g. inviting
international guest speakers, arranging e-pals for
students, designing project-based learning
activities with international collaborations,
international exchanges)
• Students
– are active participants in the international
community
– are engaged in problem-solving to address
relevant, real-world, and real-time concerns.
No Implementation
Global Skills
working in global or
cross-cultural
environments


Limited
Implementation
Teacher utilizes

Teachers
basic textbook
incorporate
materials and
some outside
presents the
resources with
material without
textbook
real-life
materials to
connections to
reference the
the international
international
community.
community.
Students have
Instruction is
no experience
delivered rather
interacting with
than interactive.
the international 
Students rarely
community.
connect or
communicate
with the
international
community.
They have an
awareness but
are unable to
effectively
connect with it.
Emerging
Implementation

Teachers
coordinate one
or more specific
cross-cultural
connection,
however
connections
generally
address one
single culture.

Students
interact with
individuals from
a specific group
within the
international
community.
Generalizations
may occur.
Significant
Exemplary
Implementation
Implementation

Teachers

Teachers
facilitates
regularly
reciprocal crossfacilitate
cultural
interdisciplinary
connections,
cross-cultural
however
connections
connections are
across multiple
limited to
content areas
specific
(e.g. inviting
disciplines
international
(Social Studies,
guest speakers,
World
arranging e-pals
Languages).
for students,
context.)
designing

Students
project-based
interact and
learning
collaborate
activities with
within specific
international
disciplines with
collaborations,
the international
international
community.
exchanges)
Students are

Students are
able to
active
recognize
participants in
stereotypes and
the international
generalizations.
community and
are engaged in
problem-solving
to address
relevant, realworld, and realtime concerns.
West Virginia Examples:
North Elementary, Monongalia County
Parents and teachers collaborate to expose students
to language diversity and the cultural complexities of
the 21st Century world.
Reflection
Use the rubrics to evaluate the
Global Skill of
1.North Elementary
2. Your School
Global Skills-
Using Global Information
• Teachers
– create meaningful opportunities
– expect students to use and apply information
from different international sources.
• Students
– consistently provide evidence of exhaustive
research and application from a variety of
different international sources
– can critically analyze the validity and
appropriateness of sources.
GLOBAL SKILLS
Indicator
No Implementation

Using Information
from different
sources around
the world

Teachers never
access and use
information
from different
international
sources around
the world.
Students are
unable to access
information
from different
international
sources because
they lack basic
awareness.
Limited
Implementation

Teachers rarely
access and use
information
from different
international
sources around
the world.

Students rarely
access
information
from different
international
sources. They
have an
awareness but
are unable to
effectively
access it.
Emerging
Implementation

Teachers
occasionally
access, use and
share
information
from different
international
sources around
the world with
students.

Students
occasionally
access
information
from different
international
sources. They
are able to
access and use
information but
lack the ability
to validate or
verify sources.
Significant
Implementation

Teachers model
the process for
accessing
information
from different
international
sources and
how to
effectively use
them.

Students
frequently and
appropriately
access and use
information
from different
international
sources. They
are able to
distinguish
between valid
and invalid
sources and
justify their
choices.
Exemplary
Implementation

Teachers create
meaningful
opportunities
and expect
students to use
and apply
information
from different
international
sources.

Students
consistently
provide
evidence of
exhaustive
research and
application
from a variety of
different
international
sources. They
can critically
analyze the
validity and
appropriateness
of sources.
Reflection
Use the rubrics to evaluate the
Global Skill of your School.
Global (International)
Disposition
 Teachers foster civic responsibility for
the global community and provide
opportunities for ongoing, meaningful
student engagement that impact world
issues.
 Students embrace life-long civic
responsibility to impact world issues
as members of the global community.
GLOBAL AWARENESS Continuum of Implementation
Indicator
DISPOSITION
Demonstrating
respect and concern
for global community
No Implementation


Limited
Implementation
Teachers do not 
recognize civic
responsibility for
the global
community.
Students are
unaware of their
civic
responsibility.

Teachers have

limited
recognition of
civic
responsibility for
the global
community and
are sympathetic
toward some
world events.
Students
recognize civic
responsibility on
a local level but 
are unable to
connect to
broader world
events.
Emerging
Implementation
Teachers share

the concept of
civic
responsibility for
the global
community and
attempt to
positively
impact the
outcome of
current
catastrophic
events.
Students

recognize civic
responsibility
and are
sympathetic
toward
catastrophic
world events.
Significant
Implementation
Teachers model 
civic
responsibility for
the global
community.
They attempt to
positively
impact
outcomes by
monitoring and
influencing
specific world
issues.
Students engage 
in civic
responsibility by
monitoring and
influencing the
outcomes of
specific world
issues.
Exemplary
Implementation
Teachers foster
civic
responsibility for
the global
community and
provide
opportunities
for ongoing,
meaningful
student
engagement
that impact
world issues.
Students
embrace lifelong civic
responsibility to
impact world
issues as
members of the
global
community.
Reflection
Use the rubrics to evaluate
the Global Disposition of
your school.
Global Awareness
IMPLICATIONS FOR
WEST VIRGINIA SCHOOLS
Innovations in Schools
• Steps for Redesigning Schools
– Integrate international content across
curriculum
– Offer world languages, including lesscommonly taught languages, for younger
students
– Use technology to open students horizons and
connect schools to schools around the world
– Partner with parents, local community,
international businesses, museums,
international communities
– Encourage Internationally oriented community
service
•
Asia Society’s International Studies Schools Network: 13 schools
serving low-income students in CA, CO, NY, NC, and TX. Funded
by the Bill & Melinda Gates Foundation.
39
Reflection
What are the
implications of
Global Awareness
for your
school?
Questions/Comments
http://wvconnections.k12.wv.us
http://www.asiasociety.org/education/index.htm
http://www.gatesfoundation.org/default.htm