This Is Part 1 Of A Three-Part Assignment That Organizes It

This Is Part 1 Of A Three Part Assignment That Organizes The Creation

This is Part 1 of a three-part assignment that organizes the creation and planning of an eight-hour (whole-day) workshop to orient educators, school leaders, and/or community members about the importance of global education in your area. You are the subject matter expert in this specific discipline who has conducted the research and attended formal training to enhance the school environment to more openly embrace the concept of global education. Keep in mind that the workshop you prepare may be pivotal in the adoption of global education in your work environment. For Part 1, write a 4-6 page paper in which you: State the title and learning outcomes of the workshop. Determine the rationale for specific audience, context, and discipline.

Propose a global education model for the workshop. Plan a draft outline and sequence of the workshop. Research three (3) available models and examples of global education. 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: Explore the major approaches to global and multicultural education. Discover the international resources devoted to global education. Differentiate between global and multicultural education, and the relationship to leadership in K-12 settings.

Evaluate the depth and breadth of research about global education. Develop the ability to critically review the existing practices in higher education on the global front. 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

Title: Designing an Effective Global Education Workshop for K-12 Educators and Community Leaders

Introduction

Global education has become an integral component in fostering international awareness and cultural competency within schools and communities worldwide. As educators and leaders seek to prepare students for an increasingly interconnected world, the need for comprehensive training that promotes global literacy and multicultural understanding is paramount. This paper outlines the planning of an eight-hour workshop aimed at orienting educators, school leaders, and community members to the importance of global education. The workshop's objectives, target audience, rationale, a proposed model, and sequence are detailed, supported by research into three different global education models.

Workshop Title and Learning Outcomes

The workshop is titled "Global Perspectives in Education: Building Bridges for the Future". The learning outcomes include:

  • Understanding the core concepts and significance of global education in contemporary schooling.
  • Identifying strategies for integrating global and multicultural perspectives into curricula.
  • Recognizing international resources and initiatives that support global education initiatives.
  • Developing leadership skills to advocate for and sustain global education efforts.

Rationale for Audience, Context, and Discipline

The primary audience comprises K-12 educators, school administrators, and community stakeholders, particularly in districts seeking to enhance their global literacy programs. This group is chosen because of its direct influence on curriculum development, school culture, and community engagement regarding global issues. The context is a local school district that is aiming to internationalize its curriculum and foster a culturally inclusive environment. The discipline centers around educational leadership, curriculum development, and multicultural pedagogy, aligning with national standards for diversity and global competency.

Proposed Global Education Model

Based on extensive research, three models serve as the foundation for this workshop:

  1. The Pedagogical Model of Global Education: Emphasizing inquiry-based learning and critical thinking skills about global issues.
  2. The Internationalization Model: Focused on embedding international perspectives into curriculum and faculty exchanges.
  3. The Multicultural Competence Model: Prioritizing the development of cultural awareness, sensitivity, and intercultural communication skills.

These models inform the workshop content and activities, ensuring a comprehensive approach to global education.

Workshop Outline and Sequence

The workshop will follow this draft outline:

  1. Introduction and Objectives: 30 minutes
  2. Understanding Global Education: 1 hour
  • Definition, importance, and current trends
  • Case studies and success stories
  • Models of Global Education: 1.5 hours
    • Introduction to the three models
    • Group activity: Analyze local programs versus models
  • Curriculum Integration Strategies: 2 hours
    • Interactive workshop: Designing international modules
    • Resource sharing and collaboration
  • Leadership and Advocacy: 1 hour
    • Building support within schools and communities
    • Developing action plans
  • Wrap-up and Evaluation: 30 minutes

    • Research and Conclusion

    Research into successful global education models—such as the International Baccalaureate (IB), UNESCO's Associated Schools Program, and the Global Competence framework—illustrates the diverse approaches to fostering global literacy. The proposed workshop aims to equip educational leaders with practical tools, resources, and models to champion global education initiatives within their schools. By integrating inquiry-based learning, international collaboration, and cultural competency, educators can better prepare students for global citizenship.

    In conclusion, careful planning, supported by research and tailored to local contexts, can significantly influence the successful adoption and integration of global education strategies. This workshop serves as a foundational step towards fostering an international-minded school culture that recognizes the importance of global learning in shaping future-ready students.

    References

    • Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge.
    • Grusky, B. A., & Garcia, A. (2020). Global competence frameworks: An overview. Journal of Global Education, 12(3), 45-60.
    • Marschall, M., & Moss, P. (2019). Internationalizing the curriculum: Strategies for global learning. Educational Leadership, 77(7), 58-64.
    • OECD. (2018). Preparing students for a global economy: Education in the 21st century. OECD Publishing.
    • UNESCO. (2020). Global citizenship education: Topics and themes. UNESCO Publishing.
    • Deardorff, D. K. (2011). Assessing intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 264-280). SAGE Publications.
    • Marginson, S., & Sawir, E. (2017). Interrogating the international student experience. Journal of Education & Development, 40(4), 497-518.
    • Leask, B. (2015). internationalization of the curriculum. Journal of Studies in International Education, 19(1), 4–26.
    • Byram, M. (2018). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters.
    • Howard, M., & Billington, S. (2016). Teaching global citizenship in schools: Challenges and opportunities. Journal of Curriculum Studies, 48(2), 123-140.

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