NEWCOMER TOOL KIT

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CHAPTER 3 CLASSROOM TOOL Checklist for Teaching for Global Competence Teaching for global competence may allow newcomers to connect with their new classroom and for other students to connect with them. Creating lessons that focus on issues that are global in nature and allowing for analysis and investigation of these issues may assist in promoting a more inclusive classroom. The following is a checklist to use when thinking about teaching for global competence. CRITERIA COMMENTS FOR EDUCATORS Have I selected a topic of local and global significance for this unit/project/ visit/course? • Does the topic invite deep engagement? • Does the topic embody local and global significance? • Does the topic embody global significance? • Does the topic invite disciplinary and interdisciplinary grounding? Have I planned learning outcomes that are disciplinarily grounded and focused on global competence? • Do learning goals capture important knowledge and skills in one or more disciplines? • Do the selected learning outcomes capture relevant global competence? • Are learning goals shared with students and stakeholders? Have I planned performances of global competence for this unit/project/ visit/course? • Do my performances of global competence involve using disciplinary and interdisciplinary knowledge and skill in novel situations? • Do my performances focus on targeted global competences? • Do my performances link local and global spheres? • Do my performances engage students’ cognitive, social, and emotional development? • Do they invite a personal synthesis? Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 3 • 17 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 3 CLASSROOM TOOL Checklist for Teaching for Global Competence Continued from previous page CRITERIA COMMENTS FOR EDUCATORS Have I planned global competence–centered assessments for this unit/ project/visit/course? • Is my assessment focused on global competence? • How will I assess student work over time? • How will my feedback be informative to my students? • Who (in addition to me) will assess and offer feedback on students’ work? Source: Mansilla, V. B., & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. New York, NY: Asia Society. Retrieved from the Council of Chief State School Officers (CCSSO) website: http://www.ccsso.org/Documents/GlobalCompetence-04_21_11%20(2).pdf U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 3 • 18 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
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U.S. Department of Education NEWCOM
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Contents Introduction . . . . . . .
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Chapter 5: Establishing Partnership
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CHAPTER 1: Who Are Our Newcomers? A
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Terms Used to Describe Newcomers
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Cultural Contributions Immigrants b
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IMMIGRANT SPOTLIGHT Paola Moya, CEO
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CHAPTER 1 RESOURCES PROFESSIONAL RE
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Page 23 and 24: CHAPTER 1 RESOURCES Resource List A
Page 25 and 26: CHAPTER 1 RESOURCES Jacoby, T. (200
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Page 41 and 42: Practice and Process Components of
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Page 45 and 46: CHAPTER 2 CLASSROOM TOOL Connecting
Page 47 and 48: CHAPTER 2 SCHOOLWIDE TOOL New York
Page 49 and 50: CHAPTER 2 PROFESSIONAL REFLECTION A
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Page 55 and 56: CHAPTER 2 RESOURCES Plyler v. Doe,
Page 57 and 58: CHAPTER 2 RESOURCES U.S. Department
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CHAPTER 4 RESOURCES Suárez-Orozco,
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CHAPTER 4 RESOURCES WestEd. (2014).
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Highly successful schools spend tim
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Schools should develop strategies t
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Processes and Strategies to Facilit
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Model and Support Parents’ Engage
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Stories From the Field: Four Blog P
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 PROFESSIONAL REFLECTION A
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CHAPTER 5 RESOURCES Bridging Refuge
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CHAPTER 5 RESOURCES Education Devel
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CHAPTER 5 RESOURCES Mapp, K. L., &
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CHAPTER 5 RESOURCES Short, D. J., &
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U.S. Department of Education
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