Part 3 Of The Global Education Workshop Project

Part 3 Of The Global Education Workshop Project Will Be To Turn Your W

Part 3 of the Global Education Workshop project will be to turn your Week 8 design document/research paper into a PowerPoint presentation for use in your current geographic location to expose educators, school leaders, and community members to the idea of global education as a powerful influence to build rapport, respect, and camaraderie among diverse groups. The focus of this presentation is to prepare them to meet the challenges of today’s global society and global education environment. This PowerPoint presentation will be turned in as the final assignment of this course and loaded into the Week 10 assignment tab for the professor’s review. If you would like feedback from your classmates on your presentation, you may also post it under Discussion #2, Part 2 in the Week 10 Discussion area.

Your classmates will have the final week of class time to offer feedback to you at the same time that the professor is evaluating the presentation for content, clarity, use of APA style, and other assignment criteria. Develop 10-12 PowerPoint slides in which you: Summarize the key points of your research paper to influence your audience to accept global education as a viable inclusion in their lesson planning. Recommend strategies for accomplishing Criterion #1. Anticipate three (3) questions that participants may have and prepare a slide that answers them. Create an activity that invites participant involvement.

Your assignment must: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length. The specific course learning outcomes associated with this assignment are: Formulate conceptual frameworks about global education policy and practice. Illustrate how teachers engaged in global education assist one another to become more effective instructors. Build a meaningful, professional-quality, course project that demonstrates an understanding of how policy issues impact higher education. Use technology and information resources to research issues in leadership in global education. Write clearly and concisely about leadership in global education using proper writing mechanics.

Paper For Above instruction

The final component of the Global Education Workshop Project involves transforming your Week 8 research paper or design document into an engaging PowerPoint presentation. This presentation aims to inform and persuade educators, school leaders, and community members within your current geographic region of the importance and benefits of integrating global education into their instructional practices. By doing so, the goal is to foster mutual understanding, respect, and collaboration among diverse groups, which are essential skills in today’s interconnected world.

The PowerPoint presentation should consist of 10 to 12 slides that concisely encapsulate the key findings of your research. These slides should be designed to influence your audience positively, encouraging them to incorporate global education into their curricula. The presentation must begin with an impactful introduction that clearly states the relevance of global education, followed by slides that outline the core arguments, evidence, and strategies supporting its integration. It is important to include a slide dedicated to specific strategies for implementing global education, addressing potential challenges, and suggesting practical solutions.

Anticipating the questions your audience might have is critical. Prepare a slide that lists three plausible questions related to global education and provide clear, well-reasoned answers. This demonstrates your understanding and readiness to engage with concerns or misconceptions. Additionally, designing an interactive activity that invites audience participation—such as a thought exercise, discussion prompt, or collaborative task—can help solidify their engagement and commitment to adopting global education practices.

Throughout the development of your presentation, adhere to APA formatting guidelines for citations and references. Use Times New Roman, size 12 font, double spacing, and one-inch margins. Include a cover page with the assignment’s title, your name, your professor’s name, course name, and submission date. The cover page and reference list are excluded from the slide count but are essential components of the submission.

This assignment supports the course's learning objectives by requiring you to formulate and articulate conceptual frameworks regarding global education policies and practices. It encourages the illustration of collaborative teaching strategies among global educators, understanding of policy impacts on higher education, and the use of technology and research to explore leadership issues. Ultimately, your presentation should demonstrate your capacity to communicate effectively, using clear, concise, and academically rigorous language to promote global education and leadership in diverse educational settings.

References

  • Banks, J. A. (2017). Educating for global competence: Preparing students to interact successfully in a changing world. Asia Society.
  • Dunn, M. (2016). Global competence in education: Strategies and policies. International Journal of Educational Leadership, 10(2), 123-137.
  • Hunter, B., & Moller, G. (2020). Implementing global education: Challenges and opportunities. Educational Policy Analysis Archives, 28, 45.
  • Johnson, D. W., & Johnson, R. T. (2017). Joining together: Group theory and group skills. Pearson.
  • Leask, B. (2015). Fostering intercultural understanding through global education. Journal of International Education, 22(1), 78-92.
  • Milton, S., & Parlett, M. (2018). Leadership in global education: Strategies for change. Global Education Review, 5(4), 101-115.
  • Nurmi, J., & VanWynsberghe, R. (2014). Policy implications of global education initiatives. Comparative Education Review, 58(3), 369-392.
  • Reimers, F. M., & Schleicher, A. (Eds.). (2017). Preparing teachers and developing school leaders for the 21st century. OECD Publishing.
  • Sleeter, C. E. (2017). Critical multiculturalism and global education. Harvard Educational Review, 87(4), 517-543.
  • Voigt, L. J. (2015). Developing global citizens: Strategies for classroom integration. Global Studies Journal, 28(1), 55-68.

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