Minneapolis Public Schools promises an inspirational education experience in a safe, welcoming environment for all diverse learners to acquire the tools and skills necessary to confidently engage in the global community. As our staff and students strive to ask global questions so as to connect, integrate, and act, these global learning tools are valuable for assessing global learning in the classroom. I used the Global Education Checklist during the online course to assess and in school to gauge the extent to which we are globalizing learning for our students.Click on any button below to explore resources for incorporating global education in your classroom.
Tools for Assessing Intercultural and Global Competence
The Intercultural Development Inventory is a statistically reliable, cross-culturally valid measure of intercultural competence adapted from the Developmental Model of Intercultural Sensitivity. This instrument can generate an in-depth graphic profile of an individual's or groups' predominant level of intercultural competence along with a detailed textual interpretation of that level of intercultural development and associated transitional issues. Many schools in Minneapolis Public Schools are requiring their staff to take this inventory. I took the inventory and used some of their strategies in my International Field Experience for TGC.
The Global Competencies Inventory is designed to assess competencies critical to interacting and working effectively with people who are from different cultures. The inventory measures 17 competencies in three categories of intercultural adaptability, including perception management, relationship management, and self-management.
Assessing & Teaching for Global Competencies:
This Northeastern presentation provides a pyramid for assessing global competence as well as challenges for determining what to assess. Choosing the right assessments for global learning should consider the program assessment (Global competence or Intercultural Awareness), the course assessment (global studies or global knowledge test) and the module assessment. The global studies staff finds the presentation valuable.
The Intercultural Development Inventory is a statistically reliable, cross-culturally valid measure of intercultural competence adapted from the Developmental Model of Intercultural Sensitivity. This instrument can generate an in-depth graphic profile of an individual's or groups' predominant level of intercultural competence along with a detailed textual interpretation of that level of intercultural development and associated transitional issues. Many schools in Minneapolis Public Schools are requiring their staff to take this inventory. I took the inventory and used some of their strategies in my International Field Experience for TGC.
The Global Competencies Inventory is designed to assess competencies critical to interacting and working effectively with people who are from different cultures. The inventory measures 17 competencies in three categories of intercultural adaptability, including perception management, relationship management, and self-management.
Assessing & Teaching for Global Competencies:
This Northeastern presentation provides a pyramid for assessing global competence as well as challenges for determining what to assess. Choosing the right assessments for global learning should consider the program assessment (Global competence or Intercultural Awareness), the course assessment (global studies or global knowledge test) and the module assessment. The global studies staff finds the presentation valuable.
Visible Thinking Tools: Developing thinking dispositions is essential for global competency —whether it is a disposition to strive for understanding, to figure out the complexities of fairness, to seek truth, or hunt for creative solutions—occurs within a cultural context. It is within cultural contexts that we develop our patterns of behavior and thinking that become our habits. Therefore, Visible Thinking uses an enculturative approach to develop students’ thinking, immersing students in a rich culture of thinking in schools and classrooms.