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Tuesday, July 14

  1. page SIGlobal's Purpose edited {#siglobal.png} ... global competence. {Slide1.jpg} {Slide1.jpg}

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  2. page SIGlobal's Purpose edited {#siglobal.png} ... global competence. {SIG Poster.png} {Slide1.jpg}

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  4. page SIGlobal's Purpose edited ... {#siglobal.png} Our goal is to promote global competence through global communication and th…
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    Our goal is to promote global competence through global communication and the use of higher order thinking skills needed to live and work in the 21st century. Using skills such as creating, analyzing, understanding and applying will enable our students to think critically and solve problems on a global scale. #SIGlobal seeks to support educators by building on their existing practices and providing them with the resources necessary to teach, continue to learn and implement global competence.
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Monday, July 13

  1. page home edited {#siglobal.png} Our goal is to promote global competence through global communication and the us…
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    Our goal is to promote global competence through global communication and the use of higher order thinking skills needed to live and work in the 21st century. Using skills such as creating, analyzing, understanding and applying will enable our students to think critically and solve problems on a global scale. #SIGlobal seeks to support educators by building on their existing practices and providing them with the resources necessary to teach, continue to learn and implement global competence.
    The main purpose of global competence is to create students who are able to function at a high level in a diverse and rapidly changing world. Educational institutions are tasked with preparing students for the future by providing them with opportunities to understand different cultures and different perspectives, while engaging in critical thinking, innovation, and analyzing. Teachers are challenged with delivering instruction that encourages global citizenship, provides resources for multi-cultural awareness, and utilizes strategies so all students will succeed in our global society. Students will now need to have knowledge and understanding of world history, political systems and global events other than those occurring in their home countries. In addition, students will need to be proficient in more than one language to help in the understanding of other people and their cultures. In this rapidly changing world, these skills are becoming increasingly important, since global challenges are becoming more common and complex, and it is our responsibility as educators to ensure our students are able to compete at a high level on a global scale.
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    retrieved from:
    Asia Society. (2015) Asia Society Education. Retrieved 7 July, 2015, from < http://asiasociety.org/education/resources>.
    National Education Association. (2015). Global Competence Is a 21st Century Imperative. Retrieved 7 July, 2015, from <http://nea.org/assets/docs/HE/PB28A_Global_Competence11.pdf>.
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  2. page home edited ... Our goal is to promote global competence through global communication and the use of higher or…
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    Our goal is to promote global competence through global communication and the use of higher order thinking skills needed to live and work in the 21st century. Using skills such as creating, analyzing, understanding and applying will enable our students to think critically and solve problems on a global scale. #SIGlobal seeks to support educators by building on their existing practices and providing them with the resources necessary to teach, continue to learn and implement global competence.
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    Pictures retrieved from:
    Asia Society. (2015) Asia Society Education. Retrieved 7 July, 2015, from < http://asiasociety.org/education/resources>.
    National Education Association. (2015). Global Competence Is a 21st Century Imperative. Retrieved 7 July, 2015, from <http://nea.org/assets/docs/HE/PB28A_Global_Competence11.pdf>.
    Anger, R.L. (2009). Take Action! Lesson Plans for the Multicultural Classroom. Upper Saddle River, NJ.: Pearson/Prentice Hall. Retrieved fromhttp://catalog.lib.msu.edu/record=b5654821~S39a

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  3. page Resources edited ... Swayhoover, L.M. (2014). Education for a better world imaginarium: A critical discourse analys…
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    Swayhoover, L.M. (2014). Education for a better world imaginarium: A critical discourse analysis of global education lesson plans (Order No. 3644025). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (1622987290). Retrieved from http://ezproxy.msu.edu/login?url=http:search.proquest.com/docview/1622987290?accountid=12598
    This resource explores instructional materials available to teachers at the upper-elementary grades 3, 4 and 5 to teach about global social issues and develop global competence with their students. The choices that teachers make with regard to curriculum and instructional materials influence how their students will see themselves, construct their relationships with others in the world, and interpret world affairs. Global Education is broadly defined as activities in K-12 education settings related to teaching about world regions and about global issues in order to increase global competence. This study collected lesson plans designed for children in the upper-elementary grades which were submitted by a small sample of teachers, discovered through a search of lesson plan databases, or produced by organizations engaged in development and humanitarian aid projects. Sixty lesson plans were coded for content and this study finds sustainable development to be the most prominent global education theme addressed. The study focuses on a subset of these 60 lesson plans and describes rhetorical means, such as the choice of vocabulary and metaphors, and the interplay of text with images in order to identify embedded messages reflecting the ideologies of the entities producing these lesson plans. It was discovered during this analysis that lesson plans for young children do not always provide adequate context or information to be able to explain the causes of global social issues and many invoke self-sufficiency discourses which perpetuate hierarchal relationships and embedded power relations. This study has implications for a) educators in K-12 settings who need high quality tools and preparation, b) faculties of education assigned the role of preparing future educators in K-12 settings, c) curriculum writers at NGOs producing curriculum materials, and especially, d) educators influencing global education policy discourses that conflict with the goals of critical global education for a peaceful, collaborative future.
    Last resource here.Selfridge, D.J. (1996) Common Ground: Agriculture for a Sustainable Future. Lesson Plans. Distributed by ERIC Clearinghouse. Retrieved from
    http://catalog.lib.msu.edu/record=b6582192~S39a
    This document contains lesson plans for a four-unit course in agriculture for sustainable development. Each unit of the document contains some or all of the following components: an introduction; objectives and competencies addressed; a list of equipment, supplies, references, and other resources; three or four learning activities; a question-and-answer game based on the format of the television game show "Jeopardy"; problem-solving techniques; illustrations of agricultural operations; material safety data sheet examples; and sample newspaper articles. The topics of the four units are as follows: (1) sustainable agriculture (investigation and analysis of agricultural practices as related to conservation tillage and best management practices); (2) innovative chemistry and conservation tillage (advantages and disadvantages of pesticide applications and the interrelationship of herbicide use with conservation tillage); (3) genetically improved plants (implications of genetically improved plants to our society and for agriculture on a global basis); and (4) Third World impact and global stability (the economic importance and interdependency of agriculture throughout the world).

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