At the end of the module,the

learner should be able to:

Illustrate an internationally competent individual;

Explain what a globally connected classroom is;

Describe a global classroom; and

Specify some practical strategies that can employed to enhance interaction with others around the world to thwart or even solve issues that are global in nature.

Introduction We live in a mutually dependent and mutually supporting

global society by way of economic, environmental, communication, political and social systems, we normally use in everyday life. In an inter-related society like ours, the responsibility to prepare the students to live productively within this natural environment falls on the teachers and the school. for many people, globalization has many different meanings. In this special topic, globalization means enthusiastically initiating students to learn about people and ideas from all over the world, learning students to learn to reflect about things and ideas as an entire and total system (economic, environmental, communication, political, and social) and familiarizing learners with global matters that undoubtedly will have bearing on their everyday lives.

Discussion The experts in inter-cultural education and

training from Kent University in Ohio, Kenneth Cushner, Averil McCleland and Philip Safford, describe globalization as “an increase in the scope and magnitude of human contact with its subsequent escalation of interaction and interdependence, and it seems to be the defining concept at the beginning of the 21st century”.

EDUCATIONAL IMPLICATIONS:A healthy, well-functioning global

society demands that individuals have the ability to think, perceive, communicate, and behave in new and different ways with people from many different backgrounds.

Characteristics of a Global Classroom

• The human experience is an increasing global phenomenon in which people are constantly being influenced by transnational, cross-cultural, and multicultural and multiethnic interaction.

• Humankind is highly interdependent with the state of the Global environment.

1&2

• The Good we buy, the work we do, the cross-cultural links we have in our own communities and outside them, and increased worldwide communication capabilities all contribute to an imperative that responsible citizens understand Global and international issues.

3

• There’s is a wide variety of actors on the world stage, including

• states, multinational corporation, and numerous voluntary nongovernmental organization, as well as individuals.

• Citizen participation is critical at both local and international levels.

4&5

Long Term Goals of Schools

1-to appreciate people from other cultures

2-to develop sensitivity to the needs of people

3-to increase knowledge about people around the world.

Methods of implementing Goals

1-Help students learn firsthand about cultures of other countries

2-share what they are learning locally and Globally with others

3-Collaborate on common projects across national bounderies

Concept that develop a Global perspective woven throughout

curriculum

1-help students develop cognitive skills and attitudes such as empathy,

interconnected, perspective taking, cross- cultural understanding, action orientation, and pre jucie reduction.

4- study and live in other countries with students from other countries

5-welcome global career and opportunities

6-develop capacities for success in a Global village

Characteristics of a Global Classroom

REQuirements of teaching a Globally Oriented Curriculum

Global perspective is integrated throughoutthe school curriculum not just in a social studiesEncouraging International travel as An important part of one’s education.

International focus Courses are developedin areas such as anthropology, regional history, geography, global or world studies, foreign language study, world religions, ethnic group studies ,international business , music, and art.

Internationalizinginstructional methods and materials emphasize intercultural interaction and culturally appropriate methods of instruction and assessment. Partnership programs with other school and countries can also be developed.

Internationalizing the Discipline

History and the social studies ca look at various perspectives on similar issues,(e,

g., the british view of the American Revolution, study and discussion of world events) and students can be encouraged to

ask difficult questions.

Science education might include the study

of the natural environment and

problems created by technology and

economic innovations.

Foreign language education can include

languages of immigrant and refugee

populations, and role of translators in diplomacy.

Reading and language arts can include

world literature.

Mathematics education can include the study of the metric system and traditional numeration

systems from other cultures, and math

concepts can be taught using world data and

global issues.