Students develop an evidence-supported position on an intercultural or international issue using a four-part framework: investigate the issue, recognize differing perspectives, communicate a position and get diverse feedback, and take action by applying findings to the real world.
As students undertake an activity, the educator guides them through the four phases of intercultural or international understanding. This process can be conducted individually, in small groups, or in whole-group instruction. These strategies can be deployed as stand-alone activities or as a part of a lesson.
In an increasingly globally connected world, educating a new generation of globally competent and culturally proficient students is an imperative; research on effective methods to raise students' cultural and global competence supports using a clear framework for increasing students' global understanding, intercultural communication skills, and diversity-embracing mindsets.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.
(200-word limit for each response)
Please submit work examples from two students (such as writing, audio, images, video, or other media) that demonstrate progress toward the global cultural competency, including items such as student’s cultural Need to Learns lists, their “my own culture” profiles, their culture action plans, examples of presentations on the results of their research and actions, and other relevant items.
For the two students whose work examples were included above, submit student-created reflections on their experience of the global cultural competence activities. Use the following questions as a guide (200-word limit for each reflection):
Provide a reflection on what you learned, using the following questions as a guide (200-word limit):
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