Building-and-Enhancing-REPORT.FOR LITERACYpptx

FOR LITERACY

1. 1 MULTICULTURAL AND GLOBAL LITERACY Presenter: Uligan , Lyka Jean D. Tara, Raquel Valdez, Renzel John Santos, Ginalyn De Guzman, Chistian Bienn

2. 2 What is Multicultural Literacy?

3. 3 Multicultural Literacy Brings attention to diversity, equity and social justice to foster cultural awareness by addressing difficult issues like discrimination and oppresion towars other ethnicities

4. 4 What is Global Literacy?

5. 5 Global Literacy Is an understanding of how the world is organized and interconnected. It brings awareness of the possibilities and contrains facing the world’s people Global Literacy aims to address issues of : -Globalization -Racism -Diversity -Social Justice

6. 6 The OECD Global Competence Framework

7. 7 What is global competence ? Global competence is a multidimensional capacity. Globally competent individuals can examine local, global and intercultural issues, understand and appreciate different perspectives and world views, interact successfully and respectfully with others, and take responsible action toward sustainability and collective well-being.

8. 8 Why do we need global competence ? To live harmoniously in multicultural communities To thrive in a changing labour market To use media platforms effectively and responsibly To support the Sustainable Development Goals

9. Dimension of Global Competence: Implication T o E ducation

10. WHAT IS GLOBAL COMPETENCE? Global competence is a multidimensional capacity. G lobally competent individuals can examine local, global and intercultural issues, Understand and appreciate different perspectives and world views, interact successfully and respectfully with others, and take responsible action toward sustainability and collective well-being.

11. G lobal competence assessment in PISA 2018 is Composed of two: 1. A cognitive assessment - Is designed to elicit student’s capacities to critically examine global issues; recognize outside influences on perspectives and world view; understand how to communicate with others in intercultural context; and identify and compare different courses of action to address global and intercultural Issues.

12. 2. Background questionnaire - students will be asked to report how familiar they are with global issues; how developed their linguistic and communication skills are; to what extent they hold certain attitudes, such as respect for people from different cultural backgrounds; and what opportunities they have at school to develop global competence.

13. The Dimension of Global Competence Examine issues of local, Global and culture significance. Understand and appreciate the perspectives and world views of others. Engage in open, appropriate and effective interactions across cultures. Take action for collective well-being and sustainable development.

14. Integrating Global and intercultural issues on curriculum

15. 15 Research on global education tends to focus on social studies and foreign language classes, often in the upper grade levels However, the local, global and intercultural issues that students should learn about, in order to take responsibility for and act upon them, cut across education levels and academic disciplines.

16. 16 For global education to move from abstraction to action, many advocates recommend integrating global issues and topics into existing subjects

17. 17 When framing a topic to explore with students, teachers may consider the ways in which this topic addresses local and global dynamics, and how it can enable students to understand broad global patterns and the impact on their local environment.

18. 18 In order to avoid the risk that global education becomes a catch-all curriculum where everything fits, teachers must have clear ideas about the global and intercultural issues that they want students to reflect upon. Teachers need to collaboratively research topics and carefully plan the curriculum,

19. 19 Textbooks and other instructional materials can also distort cultural and ethnic differences.Teachers and their students should thus critically analyse their textbook and teaching resources, and compensate for inadequacies when necessary.

20. how important is integrating global and intercultural issues in curriculum They suggest that the processes of increased globalization create new cognitive, attitudinal, and skill demands, and therefore also create new educational opportunities for schools and teachers as well as for the non-formal learning organizations that support them. 20

21. 21 Prepared by:Renzel John P. Valdez E324 BPED 3

22. PEDAGOGIES FOR PROMOTING GLOBAL COMPETENCE

23. 1. Group-based Cooperative Project Work This type of group work is formally termed cooperative learning, and is defined as the instructional use of small groups to promote students working together to maximize their own and each other’s learning (Johnson, et al., 2008). Cooperative learning is characterized by positive interdependence, where students perceive that better performance by individuals produces better performance by the entire group (Johnson, et al., 2014). • Informal cooperative learning groups • Formal cooperative learning groups

24. 2. CLASS DISCUSSION Classroom discussion is a practice in which the instructor and students share views on a specific topic previously lectured. Usually, during classroom discussions, the instructor will first lecture for a certain amount of time. After the lecture ends, the instructor asks students questions requiring them to answer with concrete examples and reflect on their understanding of the topic.

25. 3. SERVICE LEARNING Service Learning is an educational approach where a student learns theories in the classroom and at the same time volunteers with an agency (usually a non-profit or social service group) and engages in reflection activities to deepen their understanding of what is being taught.

26. 4. STORY CIRCLE APPROACH A Story Circle refers to a group of individuals in a comfortable social environment sharing personal experiences through stories to explore problems shared by a community and facilitate artistic representation of experiences of interest.

27. Attitudes and values integration toward global competence Christian Bienn De Guzman |4 th year

28. Four Dimensions of Global Competence KNOWLEDGE SKILLS ATTITUDES VALUES

29. ATTITUDES VALUES

30. The OECD Learning Compass 2030 defines attitudes and values as: T he principles and beliefs that influence one’s choices, judgments , behaviors, and actions on the path towards the individual , societal and environmental well-being.

31. The guiding principles that underpin what people believe to be important when making decisions in all areas of private and public life. They determine what people will priorities in making a judgement, and what they will strive for in seeking improvement. (Haste, 2018) VALUES

32. The OECD Learning Compass 2030 was co-created by multiple stakeholders as a tool that is globally informed but locally contextualized. To acknowledge local differences, “values” are classified into four categories: PERSONAL SOCIAL SOCIETAL HUMAN VALUES

33. VALUES Values go beyond attitudes: they transcend specific objects or situations. They are more general beliefs about the desirable goals that individuals strive for in life, reflecting modes of conduct or states of being that an individual finds preferable to all other alternatives. In this way, values serve as standards and criteria that people use both consciously and unconsciously in their judgements. They have a normative perscriptive quality about what ought to be done or thought in different situations. Values therefore motivate certain behaviors and attitudes.

34. Valuing human dignity and diversity Valuing human dignity and cultural diversity are important components of global competency because they serve as crucial filters through which individuals receive perspectives and decide how to interact with people and the world. Individuals who nurture these principles become more conscious of themselves and their environment, and they are highly motivated to combat exclusion, ignorance, violence, injustice, and war.

35. An education that promotes valuing dignity, human rights, and diversity emphasizes: shared commonalities that unite people around the world, rather than the issues that divide them; provides learning experiences so that students see the world from many different perspectives, enabling them to examine their own thoughts and beliefs, and their society’s norms and traditions; encourages people to understand the significance of another person’s sufferings; and emphasizes the importance of reasoning, careful argument, logical analysis, self-questioning, the pursuit of truth and objectivity.

36. U nderpinned by values and beliefs and have an influence on behavior (UNESCO IBE, 2013). It reflects a disposition to react to something or someone positively or negatively and attitudes can vary according to specific contexts and situations (Haste, 2018). ATTITUDES

37. ATTITUDES Globally competent behavior requires an attitude of openness towards people from other cultural backgrounds, an attitude of respect for cultural differences, and an attitude of global mindedness. Such attitudes can be fostered explicitly, through participatory and learner-centered teaching, as well as implicitly through a curriculum characterized by fair practices and a welcoming school climate for all students .

38. Openness toward people from other cultural backgrounds involves sensitivity toward, curiosity about and willingness to engage with other people and other perspectives on the world ATTITUDE OF OPENNESS Respect consists of positive regard and esteem for someone or something based on the judgement that they have intrinsic worth. In this framework, respect assumes the dignity of all human beings and their inalienable right to choose their own affiliations, beliefs, opinions or practices. ATTITUDE OF RESPECT DIFFERENT CULTURAL BACKGROUND

39. Global mindedness is defined as “ a worldview in which one sees oneself as connected to the world community and feels a sense of responsibility for its members ” ( Hett cited in Hansen, 2010). ATTITUDE OF GLOBAL MINDNESS