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THINK GLOBAL: TEACHERS TRAINING COURSE (IDP-ICE)
  • Level Foundation
  • Duration 32 hours
  • Course by Universitat de Barcelona
  • Offered by

About

A group of seven European partners from Catalonia, Belgium, and Wales worked together on the Erasmus+ funded ‘Think Global’ project on global competence. The project seeks to address the following research question through development and piloting of practical classroom activities: What is global competence, and how can it be learned effectively? The Think Global project explores, through international collaboration, how global competence is defined, taught, learned, and measured in the classroom. It offers a model of professional learning for teachers to support students in developing global competence and its relationship with ODS. So, this training course is addressed to school teachers and other school stakeholders. The focus of the course is to empower school teachers to implement cross-curricular projects on global competence, and it is delivered in an open online platform. The course is divided into five modules. The first is an overview of cross-cultural theory on global competences, the theoretical framework and the research and studies developed on the topic. The second module is based on principles and strategies. The third module deals with methodologies and developing global competence programs. The fourth module is about project based learning. The last module of the course consists of designing a global competence project to be implemented in the classroom. Teachers can decide what they need to work to achieve their objectives. In this way, they can decide which modules they need to work on, however it can be interesting to develop a final project to develop all the modules. It can provide teachers with a deeper understanding and reflections about our subjects and the development of global competence.

Modules

Introduction

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  • Introduction

INTRODUCTION

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  • Introduction

1.1. Key Concepts: Global education, global citizenship education and global competences

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  • 1.1. Key Concepts: Global education, global citizenship education and global competences

1.2. Global Citizenship Education

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  • 1.2. Global Citizenship Education

1.3. Global Education and Global Citizenship Education as interconnected concepts

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  • 1.3. Global Education and Global Citizenship Education as interconnected concepts

1.4. Global competencies approach

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  • 1.4. Global competencies approach

1.5. Some principles and strategies for Global education, Global citizenship education and Global competences

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  • 1.5. Some principles and strategies for Global education, Global citizenship education and Global competences

INTRODUCTION

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  • INTRODUCTION

2.1. What is global competence? Why do we need global competence?

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  • 2.1. What is global competence? Why do we need global competence?

2.2. Dimensions of GC for being globally competent

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  • 2.2. Dimensions of GC for being globally competent

2.3.1. Dimension of GC for being globally competent: knowledge

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  • 2.3.1. Dimension of GC for being globally competent: knowledge

2.3.2. Dimension of GC for being globally competent : skills

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  • 2.3.2. Dimension of GC for being globally competent : skills

2.3.3. Dimension of GC for being globally competent: Attitude

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  • 2.3.3. Dimension of GC for being globally competent: Attitude

INTRODUCTION

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  • INTRODUCTION

3.1. School context as an important key to support new methodologies

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  • 3.1. School context as an important key to support new methodologies

3.2. Dimensions, domains and skills for designing, programming and developing global competences in the school

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  • 3.2. Dimensions, domains and skills for designing, programming and developing global competences in the school

3.3. Methodological dimensions to achieve the objectives and to develop the competencies and skills

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  • 3.3. Methodological dimensions to achieve the objectives and to develop the competencies and skills

3.4. Aspects to take in account when choosing the most appropriate methodology

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  • 3.4. Aspects to take in account when choosing the most appropriate methodology

3.5. What can help us to develop global competences?

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  • 3.5. What can help us to develop global competences?

3.6. Role of educators and students

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  • 3. Role of educators and students

3.7. How to achieve global competences? Building a positive learning environment

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  • 3.7. How to achieve global competences? Building a positive learning environment

3.8. Strategies and Pedagogies

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  • 3.8. Strategies and Pedagogies

INTRODUCTION

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  • Introduction

4.1. The cognitive test

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  • The cognitive test

4.2. Challenges for assessment of Global Competence

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  • 4.2. Challenges for assessment of Global Competence

4.3. Content of the test units

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  • 4.3. Content of the test units

4.4. Format of the scenarios

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  • 4.4. Format of the scenarios

4.5. Test examples

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  • 4.5. Test examples

INTRODUCTION

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  • Introduction

5.1.Project Based Learning as a tool

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  • 5.1. Project Based Learning as a tool

5.2. How does it work?

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  • 5.2. How does it work?

5.3. PBL’s benefits and impact

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  • 5.3. PBL’s benefits and impact

5.4. Designing PBL

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  • A final thought...

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  • 5.4. Designing PBL

ANSWER KEYS

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  • Answers

REFERENCES

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  • 10. REFERENCES
Francesca Peiró
Instructors

Francesca Peiró

Moises Carmona
Instructors

Moises Carmona