To Facilitate Discussions On The Chapter Presentations You W

To Facilitate Discussions On The Chapter Presentations You Will Submi

To facilitate discussions on the chapter presentations, you will submit your reflection/response to each group's chapter presentation. Responses must be posted by Sunday nights by 11:59 pm, and a min. of 200 words and 300 words max for your response is required. You are welcome to post/cite current articles (from reputable sources) that can promote/enhance discussion of the topic presented by the groups. In those responses, you may use the following questions as a guideline for reflective writing: What did you find challenging/provocative/relevant about the group’s reading presentation? why? (Provide specific citations from the readings). How does the article/group’s presentation relate to developing a global perspective? (Provide specific citations from the readings) How do the readings illustrate Hanvey’s 5 dimensions of global perspective? Provide specific citations from the readings) As you consider other students’ posting, what might be some connections you can make to others’ responses?

Paper For Above instruction

The assignment requires students to submit reflections on each chapter presentation, fostering critical discussion and deeper understanding of the material. The responses should be between 200 and 300 words, posted by Sunday at 11:59 pm, and may incorporate citations from reputable current articles to enrich the discussion. Reflective questions include identifying challenging or provocative aspects of the presentation, relating the presentation to the development of a global perspective, and analyzing how the readings exemplify Hanvey’s five dimensions of global perspective. Students are encouraged to draw connections between their responses and those of their classmates, fostering an engaging and collaborative learning environment.

Effective participation in this activity enhances comprehension of global issues and promotes critical thinking about societal challenges. The inclusion of external sources such as Human Rights Watch, BBC, and the OECD framework offers a broader context, encouraging students to explore multiple perspectives on social, political, economic, and environmental issues. Utilizing Hanvey’s five dimensions—context, perspective consciousness, credibility, relevance, and responsibility—helps students evaluate their understanding of global interconnectedness critically. Specific citations from the assigned readings and external articles ensure that responses are well-supported and academically rigorous.

This reflective exercise aligns with educational goals of developing global competence—an essential skill in an increasingly interconnected world. As students analyze presentations, they learn to identify key issues, consider diverse viewpoints, and develop a nuanced understanding of global challenges. Such reflections prepare students to become informed global citizens capable of engaging thoughtfully with complex issues. By drawing upon credible sources and connecting ideas across responses, students build a comprehensive understanding of the multifaceted nature of global affairs, reinforcing their capacity for critical analysis and empathetic engagement.

References

  • Boix Mansilla, V. (2016). The global-ready student. Educational Leadership, 74(4), 10-14.
  • Reimers, F., Chopra, V., Chung, C., Higdon, J., & O'Donnell, E. (2016). Empowering global citizens: A world course. CreateSpace Independent Publishing Platform.
  • Hanvey, R. (1982). An attainable global perspective. Theory Into Practice, 21(3).
  • OECD. (2018). The OECD PISA global competence framework. OECD Publishing.
  • Human Rights Watch. (2022). Global issues: Social, Political, Economic and Environmental Issues.
  • BBC News. (2023). European human rights ruling to be curved by Tories. https://www.bbc.com/news
  • Educational Leadership. (2017). Educating for global competence: Preparing our youth to engage the world. https://www.ascd.org/publications/educational-leadership
  • Reimers, et al. (2016). Empowering global citizens: A world course. CreateSpace.
  • Global Issues. (2021). The top 10 most important current global issues. https://www.globalissues.org
  • Source: Boix Mansilla, V. (2016). The global-ready student. Educational Leadership, 74(4).

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