Communication As A Global Community.docx

URDANETA CITY UNIVERSITY San Vicente West, Urdaneta City Graduate School Studies 3rd Trimester S.Y. 2017-2018

PROGRAM:

MASTERS OF ARTS IN EDUCATION

SUBJECTS: EDC111 – Management Information System EDM105 – Educational Organization and Management EDM106 – Management Control/Fiscal Management in Education

Topic: Planning Reporters: Chairman:

Minchie M. Catabay

Rapportur:

Marissa Ponce

The classroom as a Global Community

Introduction We

live

supporting

in

a

mutually

society

environmental,

by

dependent

the

communications,

way

and of

political

mutually economic,

and

social

systems we normally use in everyday life. In an interrelated

society

like

ours,

the

responsibility

to

prepare the students to live productively within this natural environment fall on the teachers and schools. For

many

people,

globalization

has

many

different

meanings. In this special topic, globalization means enthusiastically initiating students to learn. About people

and

ideas

from

all

over

the

world,

leading

students to learn to reflect about things and ideas as an entire and total systems (economic, environmental, communication, political and social) and familiarizing learners

with global matters that undoubtedly will

have bearing on their everyday lives. Globalization ought to facilitate learners from different parts of the world to involve themselves in activities where there in cultural competence may be developed b global phenomenon

beyond

social

as

well

as

geographical

boundaries.

Educational Implications: A

healthy,

well-functioning

global

society

demands that individuals have the ability to think, perceive, communicate and behave in new and different ways with people from many different backgrounds. The preparation

of

individuals

for

their

kind

of

interactions is the goal of global and international education. The

National

Council

for

the

social

studies

defines a global perspective as the development of the knowledge skills, attitudes to live effectively in a world

possessing

limited

natural

resources

and

characterized by ethnic diversity, cultural pluralism and

increasing

interdependence.

Teaching

toward

global perspective emphasizes the following ideas:

a

Characteristics of a Global Classroom



The

human

experience

is

an

increasingly

phenomenon in which people are constantly being influence

by

transnational,

cross-cultural

and

multicultural and multiethnic interaction. 

Humankind is highly independent with the stae of the global environment.



The goods we buy, the work we do, the crosscultural link we have in our own communities and outside

them,

and

increased

worldwide

communication capabilities all contribute to an imperative

that

response

citizens

understand

global and international issues. 

This is a wide variety of actors on the world stage,

including

corporations nongovernmental

states,

and

multinational

numerous

organizations,

voluntarily as

well

as

individuals. 

Citizen participation is critical at both local and international levels.

Characteristics of a Global Classroom A. Long Term Goals of Schools 

To appreciate people from other cultures.



To develop sensitivity to the needs of people.



To increase knowledge about people around the world.

B. Concepts

that

develop

a

global

perspective

woven

throughout curriculum 

Help students develop cognitive skills and attitudes such

as

taking,

empathy, cross

interconnectedness,, cultural

perspective

understanding,

action

orientation, and prejudice reduction.

C. Methods of implementing goals



Help

students

learn

firsthand

about

cultures

of

other countries. 

Share what they are learning locally and globally with others.



Collaborate

on

common

project

across

national

boundaries. 

Study and live in other countries with students in other countries.



Welcome global career opportunities



Develop capacities for success in a global village.

Requirements of Teaching a Globally Oriented Curriculum 1. Global perspective is integrated throughout the global curriculum not just in social studies. 2. Encouraging international travel as an important part of one’s education. 3. International courses are developed in areas such as anthropology, regional history, geography, global or world studies foreign language study, world religions,

ethnic

group

studies,

international

business,

music

and art. 4. Internationalizing instructional methods and materials emphasize

intercultural

appropriate

methods

of

interaction

and

culturally

instruction

and

assessment

Partnership programs with other schools and countries can also be developed.

Internationalizing the Disciplines 

History

and

various

perspective

students

can

the

be

social on

studies

can

similar

encourage

to

look

issues ask

at and

difficult

questions 

Reading

and

language

arts

can

include

world

literature. 

Science education might include the study of the natural

environment

and

problems

created

by

technology and economic innovations. 

Foreign

language

language

of

of

immigrant

education and

can

refugee

include

populations,

and the role of translations in diplomacy. 

Mathematics education can include the study of the

metric

system

and

traditional

numeration

systems from other cultures and math concepts can be taught using world data and global issues.

What

should

students

study

in

a

global

education

curriculum? 1. Global issues, problems and challenges. 2. Culture and world areas. 3. The world. 10

Specific

topics

of

Study

in

a

Global

Curriculum as Recommended by Cushner,

Education

McClelland and

Safford (2009) 1. Conflicts

and

its

control

including

terrorism

and

national security. 2. Economic system and international trade. 3. Global belief system, including the study of differing philosophies and religions. 4. Human

rights

and

social

justice,

including

gender

equity issues as well as health, education and food security. 5. Management

of

the

planet’s

resources

including

the

study of energy and environmental degradation. 6. Political systems, including the study of the United Nations, negotiations and treaties and nongovernmental organizations. 7. Populations,

including

population

control

and

immigration and emigration concerns. 8. Human commonality and diversity through the study of race and ethnicity, thus working to reduce prejudice ethnocentrism.

9. The technocratic revolution, looking at the increasing roles that science, technology, and communication play in people lives. 10.

Sustainable development, including the studies of

urban growth and the disparities that exist between the countries of north and those of south.